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Study Habits, Skills, and Attitudes The Third Pillar Supporting Collegiate Academic Performance
Abstract
Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis (N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.
© 2008 Association for Psychological Science.
... In the first study we set out to examine the implicit theories of academic success and determine whether they would significantly predict academic achievement as well as determine their relationships with three behaviors previously found to influence academic achievement in undergraduates: effective study skills and attitudes (Credé & Kuncel, 2008), academic self-handicapping (Schwinger et al., 2014), and procrastination (Kim & Seo, 2015); all are described in more detail in the Methods section. Furthermore, we sought to examine if the relations between the implicit theories of academic success and GPA would be mediated by these self-reported behavioral variables. ...
... By contrast, to the extent that students endorse beliefs in the incremental theory of academic success, they are more likely to engage in better study habits, and these behaviors predict higher semester GPA. These results are consistent with previous work finding various constructs, including incremental theories of intelligence, study skills, self-handicapping, and procrastination, influence academic achievement in undergraduates (e.g., Credé & Kuncel, 2008;Grant & Dweck, 2003;Kim & Seo, 2015;Schwinger et al., 2014;Schwinger et al., 2022) and in K -12 students (e.g., Blackwell et al., 2007;Rickert et al., 2014;Schwinger et al., 2022). Furthermore, the results of the mediational analyses suggest that while the entity theory of academic success may play a direct role in the prediction of GPA, the incremental theory of academic success only does so through its association with effective study behaviors. ...
... Students' study habits were assessed with the 100-item Survey of Study Habits and Attitudes (SSHA; Brown & Holtzman, 1966). This scale has demonstrated strong internal consistency and construct validity (Brown & Holtzman, 1955;Cerasoli & Ford, 2014) and is recommended by Credé and Kuncel (2008) for use as a strong measure of study habits predicting collegiate GPAs. However, due to evidence in the literature that the original four-factor solution for the SSHA is not accurate (Bray et al., 1980), we conducted a factor analysis, which resulted in five meaningful factors. ...
People view attributes, including intelligence, through implicit theories, or mindsets, whereby they are seen as unchangeable (entity mindset) or malleable (incremental mindset) (Dweck & Leggett, 1988). Previous research examining implicit theories of intelligence in undergraduate students has found mixed results for their ability to predict academic achievement (Sisk et al., 2018). The present studies examined the Academic Beliefs Scale (ABS), a new measure designed to measure implicit theories of academic success in undergraduate students, and its relationship to academic achievement in undergraduate students. In Study 1, the relationships between undergraduate students’ implicit theories of academic success, as measured by the ABS, but not the incremental theory of intelligence, as measured by the Theories of Intelligence Scale (TIS, Dweck, 1999), and official GPA were statistically mediated by poor study habits, procrastination, and self-handicapping. In Studies 2A and 2B, the psychometric properties of the ABS were found to be satisfactory. Furthermore, the correlations between the entity (negative) and incremental (positive) theories of academic success and GPA were statistically mediated by good academic habits. Future research with undergraduates should continue to examine the merits of the ABS psychometrically and as a predictor of additional academic outcomes in addition to, or in place of, the TIS.
... It is also usually one of the first STEM courses students take in their first year of college after graduating high school. Prior studies have shown study habits and skills to be related to student performance in college-level courses (Credé and Kuncel, 2008;Rowell et al., 2021), including STEM courses (Ebele and Olofu, 2017;Walck-Shannon et al., 2021). Previous studies in chemistry (Szu et al., 2011;Li et al., 2013;Zhao et al., 2014;Sinapuelas and Stacy, 2015;Ye et al., 2015;Chan and Bauer, 2016;Bunce et al., 2017;Atieh et al., 2020;Muteti et al., 2021) have focused on deep versus surface approaches to studying, how affective variables like self-efficacy influence study habits, and how students study week to week. ...
... Previous studies in chemistry (Szu et al., 2011;Li et al., 2013;Zhao et al., 2014;Sinapuelas and Stacy, 2015;Ye et al., 2015;Chan and Bauer, 2016;Bunce et al., 2017;Atieh et al., 2020;Muteti et al., 2021) have focused on deep versus surface approaches to studying, how affective variables like self-efficacy influence study habits, and how students study week to week. Literature has also shown that students' management of their general study time can impact their performance (Credé and Kuncel, 2008), including distraction while studying (Rosen et al., 2013;May and Elder, 2018;Dontre, 2021;Sunday et al., 2021). In this study, we examined students' study behaviors (both their explicit learning strategies and studytime management practices) specifically focusing on their exam preparation in a GCI course and how these behaviors relate to exam performance when controlling for prior knowledge and class attendance. ...
... In a meta-analysis literature study conducted by Credé and Kuncel (2008), the following constructs related to learning and study behaviors were examined in relation to student performance in college (course grades and college gpa): study skills, study habits, study attitudes, metacognitive skills, study motivation, depth of processing, and study anxiety. The authors found that study habits, study skills, study attitudes, and study motivation were highly significant predictors of college academic performance while depth of processing and study anxiety were low predictors of college academic performance (Credé and Kuncel, 2008). ...
General chemistry is often the first course taken by students interested in careers in STEM and health fields, and therefore, is considered an essential course for the success and retention of students in these fields. Prior studies have shown study habits and skills to be related to student performance in college-level courses, including STEM courses. Previous chemistry studies have focused on deep versus surface approaches to studying, how affective variables ( e.g. , self-efficacy) affect study habits, and how students study week to week. Literature has also shown that students’ management of their general study time can impact their performance, with distraction while studying becoming an increasing challenge for students. This study examined first-semester general-chemistry students' study behaviors (both their explicit learning strategies and study-time management practices) focusing on their exam preparation and that relationship to exam performance when controlling for prior knowledge and class attendance. Key findings include: (1) students, on average, employed two active strategies for exam preparation, dedicated half of their study time to active strategies, and were distracted 26% of the time. (2) While active strategies positively influenced exam performance and passive strategies had a negative impact, not all active strategies were equally effective. (3) The percentage of study time spent on active strategies correlated positively with performance, whereas higher distraction levels during exam preparation negatively affected outcomes. Understanding student exam-study behaviors and their effects on exam performance can help instructors support students more effectively by teaching them study strategies effective for their courses.
... Behaviors are also associated with academic performance. The class attendance is known for long as an important determinant of academic performance [17,18,19,20,21], and the additional studying hours are positively correlated with GPA [22,23,24]. In addition to the studying behaviors, some experimental evidences indicate that students with healthy lifestyles and good sleep habits have higher GPAs in average [25,26,27,28]. ...
... In addition to the studying behaviors, some experimental evidences indicate that students with healthy lifestyles and good sleep habits have higher GPAs in average [25,26,27,28]. Under the traditional research framework, a large portion of data sets come from questionnaires and self-reports, which are usually of very small sizes (most sample sizes scale from dozens to hundreds, see meta-analysis reviews [15,16,21,22,26]) and suffer from social desirability bias [29,30], resulting in the difficulties to draw valid and solid conclusions. ...
... In particular, teachers and administrators in most Asian countries (e.g., Japan, Korea, Singapore, China, etc.) ask students to be self-disciplined both in and out of class. Based on questionnaires, previous studies showed that to improve the regularity of class attendance [21,35] and to cultivate regular studying habits [22] will enhance the academic performance. However, these studies have not distinguished orderness in living patterns from diligence in study, since more regular studying habits will result in longer studying time. ...
Quantitative understanding of relationships between students' behavioral patterns and academic performances is a significant step towards personalized education. In contrast to previous studies that mainly based on questionnaire surveys, in this paper, we collect behavioral records from 18,960 undergraduate students' smart cards and propose a novel metric, called orderness, which measures the regularity of campus daily life (e.g., meals and showers) of each student. Empirical analysis demonstrates that academic performance (GPA) is strongly correlated with orderness. Furthermore, we show that orderness is an important feature to predict academic performance, which remarkably improves the prediction accuracy even at the presence of students' diligence. Based on these analyses, education administrators could better guide students' campus lives and implement effective interventions in an early stage when necessary.
... The use of effective study behaviors is important for success in college and for learning throughout life [2][3][4][5]. Study skills, the knowledge of strategies and methods for studying, can be learned and interventions that improve study skills do improve student learning [3,6,7]. ...
... A student may know that cramming is a bad way to study but still do it. The goal of the present study is to investigate two strategies whose efficacy is well supported by research and find out (1) if students know these are more effective strategies and report using them in their own studying, (2) what situational and personal factors relate to use of the strategies, and (3) whether greater use of effective strategies is associated with academic success. ...
... (1) Do students know about the effectiveness of the spacing effect? (2) To what extent do students report using spaced study while studying on their own time? ...
Study skills are important for success in college. However, students may not be aware of or willing to use effective strategies such as spaced practice and self-testing. This replication-extension study of Susser and McCabe (Susser and McCabe in Instr Sci 41:345–363, 2013) supports their original findings regarding spaced practice and extends the investigation to self-testing. Using the same survey method as the previous researchers, we found that college students showed awareness of the efficacy of spaced practice over massed practice and reported using it in ideal situations. Students reported greater use of spaced studying when a test was difficult, more heavily weighted, or over material of future use. Greater metacognitive self-regulation and elaboration was related to greater reported use of spaced practice. Extending beyond the original study to look self-testing, students were aware of the usefulness of self-testing. Similar to spaced practice, students reported being more likely to use self-testing for more difficult tests and heavily weighted tests. Those with greater metacognitive self-regulation were also more likely to report greater use of self-testing, although greater elaboration was not correlated with reported use of self-testing. Students with a higher GPA were also more likely to report spaced studying and self-testing. Findings suggest that students do know about some effective study strategies. Use of effective strategies may be helpful but students do not report using them in all settings. Educators may be interested in creating circumstances that encourage students to use effective strategies.
... Por otro lado, las variables motivación orientada al aprendizaje (intención de aprender y desarrollar nuevos conocimientos) y la aproximación estratégica al aprendizaje (existencia de habilidades para el aprendizaje y metas académicas), se relacionan al desempeño académico (Richardson et al. 2012). Al respecto, Credé & Kuncel (2008) encontraron que la aproximación profunda al aprendizaje, una variable similar definida como la interiorización de las demandas académicas y el interés por el aprendizaje, tuvo correlación con rendimiento. También, Richardson et al. (2012) encontraron que el desempeño tiene relación con la motivación orientada al desempeño (interés por metas de logro y para demostrar competencia); la motivación intrínseca (automotivación por las labores y demandas académicas); la autoestima (percepción sobre sí mismo o sí misma); una perspectiva optimista (creencias positivas sobre aspectos relacionados con la vida académica) y el locus de control (control percibido sobre resultados). ...
... Se resalta, finalmente, que la variable que mayor evidencia presentó es la persistencia (Grit) (conducta de perseverancia y compromiso con las metas a largo plazo) que mostró una relación de tamaño medio, un total de 331 coeficientes de correlación con respecto al desempeño académico (Lam & Zhou, 2019). También se asociaron las medidas generales de motivación académica (Credé & Kuncel, 2008;Fong et al., 2017;Megginson, 2009) y el afrontamiento a partir de la religión (Jeynes, 2015). ...
... En estos estudios se encontraron principalmente FSS asociados al desempeño académico y agrupados en factores de autorregulación del aprendizaje y sociales. Dentro del primero, las habilidades académicas y hábitos de estudio tuvieron relación con el rendimiento, por lo que el estudiantado de primer año que conoce estrategias y métodos para administrar el tiempo y suplir las demandas del proceso educativo tiende a tener mejor desempeño (Credé & Kuncel, 2008;Credé & Niehorster, 2012). Respecto a los factores sociales, tanto el ajuste general como ajuste académico afectan de manera positiva el desempeño; lo que significa que mejor afrontamiento de demandas académicas y actitud hacia el estudio permiten mejor desempeño (Credé & Kuncel, 2008;Credé & Niehorster, 2012). ...
Objective. The current systematic review of reviews looked to identify psychosocial factors of dropout, adjustment and academic performance in first year university students and with thereby contribute to a current and comprehensive identification of factors associated with university dropout in higher education institutions which could be treated. Method. A search for meta-analysis and systematic reviews with keywords and PICOS methodology was carried out in the databases Dimensions, ApaPsycnet, ERIC, EBSCO, ScienceDirect, and ProQuest. 16 of 35 studies were chosen in the base of topic consistency and R-Amstar quality test. Studies were coded according to population, psychosocial factors, design, and effect size characteristics. Conclusions. Study habits and skills; personality traits of conscientiousness and openness; motivational factors of self-efficacy, and social variables related to adjustment had the strongest relationship with academic performance. Persistence/dropout showed associations with self-regulatory (academic skills), motivational (self-efficacy, academic goals) and social (institutional attachment and institutional commitment) factors. Finally, affective factors as depression; self-regulated strategies such as support seeking; personality traits of conscientiousness and agreeableness; motivational variables of optimism and self-concept and social factors oriented to perceive social support perceived were related with college adjustment. The identified findings can contribute to the design of actions for students in need to have persistence, better adjustment and academic performance.
... According to the self-determination theory proposed by Miller et al. (1988), when an individual's behavior is propelled by intrinsic motivation or autonomous factors rather than passivity, the behavior becomes more self-determined, fostering a sense of willingness and self-support for engagement (Deci and Ryan, 2008). Positive behavioral outcomes derive from autonomous individual actions (Credé and Kuncel, 2008). For instance, consistently having breakfast regardless of weather, following set schedules, and demonstrating strong time management skills all reflect individual autonomous behaviors. ...
... Regarding study habits, existing studies have examined the influence of learning attitude, learning engagement and learning effort on academic performance (Martin et al. 2019;Aldhafri et al. 2020). To measure study habits, Western research often rely on self-reported data, such as the amount of time spent studying, strategies for self-regulated learning, and procrastination-the tendency to voluntarily delay tasks (Credé and Kuncel, 2008;Klingsieck et al. 2013;Svartdal et al. 2022). For objective indicators, library usage time and frequency can serve as indicators of learning effort, which reflect the diligence of students in learning (Stone and Ramsden, 2013). ...
Systematically examining the correlation between the lifestyle habits of undergraduate students and their academic performance holds significant practical implications in advancing higher education. This study adopts an integrated perspective and analyzes a substantial dataset (3,123,840 data points) of 3499 undergraduates at a Chinese university. This study employs a Long short-term memory neural network to identify eating behavior indicators and develops a comprehensive model to evaluate the relationship between students’ lifestyle habits and academic performance; the lifestyle habits cover eating, hygiene, and studying habits. The findings challenge conventional wisdom by revealing that stringent eating schedules do not consistently correlate with superior academic performance. Instead, a higher degree of inertia in eating behavior (e.g., waking up early) correlates with better academic outcomes. Positive correlations also exist between students’ hygiene and studying habits and their academic performance. These results provide valuable insights into the relationship between students’ behavior and academic performance. This work carries implications for promoting the digitalization of higher education and enhancing education management for undergraduate students.
... Study skill instruction can often be an important component of first semester support courses. Study habits and skills have been shown to impact academic performance as much as prerequisite knowledge (Credé and Kuncel, 2008;Ohtani and Hisasaka, 2018;Schneider and Artelt, 2010). Further, metacognitive knowledge and skills can be taught in the classroom (Donker et al., 2014;Schneider and Artelt, 2010) and are most effective when taught in the context of a class throughout an entire term (Sitzmann and Ely, 2010). ...
... Flavell (1979) defined metacognition as "knowledge and cognition about cognitive phenomena" (p.906) and identified four such phenomena as: metacognitive knowledge, metacognitive experiences, tasks, and task-associated actions. Researchers (e.g., Credé and Kuncel, 2008;Ohtani and Hisasaka, 2018;Pintrich and De Groot, 1990;Schneider and Artelt, 2010;Schunk and Zimmerman, 2012) recognized that metacognitive activities contribute to productive learning, and researchers have generally focused on how metacognition can be taught in the classroom (Donker et al., 2014;Schneider and Artelt, 2010). Activities that have been used to develop metacognition include such tasks as learning strategy surveys to raise student awareness of their use of study strategies as well as post exam wrappers to help students identify ways they could prepare differently to avoid making similar mistakes on tests in the future (Soicher and Gurung, 2017;McGuire et al., 2015). ...
The first 2 years of college mathematics play a key role in retaining STEM majors. This becomes considerably difficult when students lack the background knowledge needed to begin in Calculus and instead take College Algebra or Precalculus as a first mathematics course. Given the poor success rates often attributed to these courses, researchers have been looking for ways in which to better support student learning, such as examining the impact of enhancing study habits and skills and metacognitive knowledge. One way that students can enhance their metacognitive knowledge in order to modify their study habits and practices is through reflection on mistakes. For this paper in particular, we focus on mistakes students make on exams. We interviewed students after they took an exam and completed an exam analysis worksheet. As part of a study on the impact of metacognitive instruction for College Algebra students we found that students often attributed their exam errors to “simple mistakes.” However, we identified many of these errors as “not simple.” To understand students’ perceptions of their mistakes within the context of problem-solving, we adapted an established problem-solving framework as an analytical tool. We found that students’ and researchers’ classifications of errors were not aligned across the problem-solving phases. In this paper we present findings from this work, sharing the adapted problem-solving framework, students’ perceptions of their exam mistakes, and the relationship between students’ categorizations of their errors and the problem-solving phase in which the errors occurred. Understanding students’ perceptions of their mistakes helps us better understand how we might support them as learners and better situate them for success in the future.
... Well-established habits, such as creating regular study schedules, engaging actively during lessons, practicing effective time management, and strategically reviewing materials, not only enhance comprehension but also shield students from negative academic consequences such as procrastination. These habits create a structured and organized approach to learning, allowing students to handle their academic responsibilities more efficiently and with less stress [51]. ...
... Garcia [52] and Crede and Kuncel [51] found a strong positive correlation between effective study habits and academic success. Similarly, Tus and his colleagues [53] pointed out that good study habits are often perceived as critical determinants of educational performance and serve to reduce procrastination among students. ...
Purpose
The present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers’ academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative.
Research design/method
By employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%.
Data analysis & study results
The gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers’ academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students.
Findings
Findings of the present study suggested that enhancing teachers’ motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students’ emotional and academic regulation to enhance learning outcomes.
Practical implications and recommendations
Based on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students’ emotional and self-regulatory needs for better academic outcomes.
... A meta-analysis of studies found an average correlation between .15 and .19 for the relation between study time and overall grade point average; the relation between study time and individual course grades was close to zero (r = .01) (Credé & Kuncel, 2008). With respect to study strategies, meta-analyses have found that better planning, self-monitoring and concentration, as well as less procrastination, are associated with better academic achievement (Broadbent & Poon, 2015;Dent & Koenka, 2016;Richardson et al., 2012;Steel, 2007). ...
... The findings support models of self-regulated learning that emphasize the importance of studying strategically. Consistent with previous evidence, students who studied longer and more strategically (compared to their own average) reported better learning outcomes (Credé & Kuncel, 2008;Richardson et al., 2012). Importantly, however, study time predicted better learning outcomes, especially when it was used effectively (Schmitz & Wiese, 2006). ...
Background and Aims
The hypothesis that study strategies can compensate for less study time in predicting learning outcomes has often been proposed but rarely tested empirically.
Methods
In the present study, 231 university students reported their daily perceived time spent on self‐study, study strategies (planning, monitoring, concentration and procrastination) and goal achievement over a 30 days period.
Results and Conclusion
Results showed that both more overall perceived study time and better study strategies (better planning, monitoring, and concentration, less procrastination) predicted higher goal achievement at the end of the day. In addition, perceived study time and study strategies interactively predicted goal achievement. When students reported better planning, monitoring and concentration as well as lower procrastination, less time was needed to achieve a high goal level compared to days on which they studied less strategically. In other words, when students studied less strategically, they had to invest more time to reach a higher goal level. In addition, perceived study time and study strategies were related to students' negative affect. Negative affect was particularly high when students studied for many hours with low concentration, and it was particularly low when students studied for only a few hours and procrastinated less. Taken together, the results suggest a compensatory effect of study time and study strategies on daily goal achievement and affect, highlighting the need to teach students effective study strategies.
... Proper study habits help individuals realize their potential and achieve good academic records. In today's competitive society, the pen is more powerful than the sword, and good study habits lead to better academic achievement (Surapuramath,2016). Crede and Kuncel (2008) define study habits as regular, appropriate, and conducive learning activities. Good study habits lead to good academic achievement, with efficient habits resulting in good grades and inefficient habits leading to poor grades. ...
... The researcher applied descriptive survey research design for this study. According to Crede & Kuncel (2008), survey research design refers to the methods used in quantitative research investigations when a survey is given to a sample or the full population in order to describe the attitudes, opinions, behaviors, or features of the population. Using questionnaires or interviews, survey researchers gather quantitative, numerical data in this process. ...
Study habits play an important role in the life of students those students who have good study have been found to have higher success rate. The main aim of the research was to verify the attitude of student towards study habit and the extent of their real-life application i.e. practice in view of the attitude. The study investigates the study habits of senior secondary school students in Bardhaman district, West Bengal, India using a descriptive-survey method. A stratified random sampling technique was employed to select 637 students, using Attitude and practice tool of Mondal and Samaddar's (2024) regarding study habits for data collection. In the finding. The study reveals significant differences in attitudes and practices towards study habits based on factors like gender, location, and education stream, with a positive correlation between attitudes and practice, contributing to our understanding of study habits' significance. In the study positive relationship between attitude and practice is observed which is (0.754) highly corelated.
... METHODOLOGY: 9 livingfar away from their homes. This may suggest that the condi ons and environment within a hostel are not in accordance with focused, stress-free studying, which is understandable as quite o en students in a hostel may have to share rooms and hence not be given the en re freedom to choose their study hours, and they may also be distracted by the many people that reside there. ...
BACKGROUND: The academic performance of a student at the undergrad level is a vital determinant of their future carriers. The performance of a student at this level is affected by several different factors ranging from their external environment to their mental health amongst many others which we aim to explore in this study. Determining the level of influence each factor has individual as well as relative to one another on a student’s academic performance is important for future awareness as well as planning and analysis of a life style that can be deemed healthy and equipped with all the heeded elements for the most optimal utilization of a student s time and resources for them to excel within their chosen course of academic study. METHODOLOGY: A cross sectional prevalent study was conducted via a questionnaire at Rehman medical college, Khyber medical college Peshawar, Pak international medical college, Khyber girl’s medical college. Among the 2nd 3rd 4th 5th year medical students from March to October 2021. The questionnaire is used to interview 200 hundred students. RESULTS: The results showed that with a percentage of 72.2% of excellent scoring students, and 93.2% of good scoring students opting for self study as the preferred study method. The most popular source of study (long books) amongst all 3 categories of students, being the most popular amongst excellent scoring students (76.3%), followed by good scoring students (69.9%).Family pressure is the most frequent motivation amongst average scoring students (91.7%) and good scoring students (52.6%), while attaining a good academic position in class is the most popular reason for good marks amongst Excellent scoring students (49.1%), all 3 categories of students attended 60-80% of assessment. CONCLUSIONS: Several factors seem to affect the academic performance of undergraduate medical students such as self-study positively affects the performance. Also attending college is associated with good performance. In addition, choosing to study from long books positively affect performance. Also performing well in assessments will positively affect performance. On the other hand, some factors like family pressure negatively affect performance. KEYWORDS: academic performance, study method, sleep hours, assessments attended
... In the act of learning, learners obtain content knowledge, values, positive attitudes, and skills develop work habits, and practice the application of all upper mentioned to real-life situations; applications that have a bearing on performance (Credé & Kuncel, 2008;Shidiq & Yamtinah, 2019). Performance represents a set of strategies for the acquisition and application of knowledge and skills through tasks that are meaningful and engaging to learners. ...
This study explored the effect of Mother tongue on the performance of primary school pupils in the concept of pollution. The objective of the study aimed to examine the mean performance score of pupils taught the concept of pollution using the mother tongue medium of instruction and those taught using the English language in the Faskari educational zone, Katsina, Nigeria. The research question and hypothesis are in line with the objective of the study. The study adopted quasi quasi-experimental research design (pre-test, treatment, post-test). The population of the study consists of all primary five pupils in Faskari local government education authority. Intact classes in two primary schools were purposively selected as samples. Mother Tongue Performance Test (MTPT) containing thirty multiple-choice items was used as the research instrument. The instrument yielded a reliability coefficient of 0.83. Mean and standard deviation were used to answer the research question, while a t-test was used to test the hypothesis. The finding of the study revealed that students taught the concept of pollution using the mother tongue medium of instruction performed significantly better than those taught using the English language. Based on the findings, the study recommended that the mother tongue should be made the language of instruction at the primary school level and eventually at all levels of education in Katsina and Nigeria.
... According to Zimmerman (2002), student productivity is often linked to self-regulated learning behaviors, including setting goals, managing time, and evaluating performance. Moreover, as emphasized by Credé and Kuncel (2008), academic productivity is influenced by both cognitive and non-cognitive factors such as conscientiousness and time management. The slightly lower mean for speed suggests a possible area for improvement in time management or deadline compliance, which educators can address by reinforcing these skills through instructional support and targeted interventions. ...
This study assessed the levels of internet accessibility, and productivity among the respondents, including the school heads, teachers, and students. The findings reveal that internet accessibility varies based on the type of internet connection available, with fiber internet, mobile data, and wireless broadband being the most common. School heads need to integrate technology into school management to harness its benefits, while teachers have reliable internet access at both home and school but seldom use educational apps and Open Educational Resources (OER). Students are proficient in digital tools but rarely provide feedback or report internet issues. In terms of technology use and ethics, school heads are responsible for promoting appropriate technology use and cyber ethics, while teachers are tasked with teaching ethical online conduct to students. The productivity analysis shows that school heads and teachers achieved very satisfactory performance in various domains but faced delays in submitting internet-based requirements. For teachers, there is a strong relationship between internet accessibility and productivity, though it explains only 4% of their productivity. For students, there is a weak but statistically significant positive relationship.
... Study habits encompass behaviors such as time management, organization, note-taking, and active engagement with course material. Research indicates that students with effective study habits tend to demonstrate greater academic achievement and intellectual growth (Credé & Kuncel, 2008).Study habits encompass the strategies and behaviors students employ to retain information and complete academic tasks effectively . Effective study habits, such as time management, organization, and active learning strategies, are associated with improved academic achievement . ...
In the present study, the researcher aims to investigate the relationship between school adjustment, study habits, and intelligence among senior secondary students. The researcher used the causal-correlational research design of descriptive research. A simple random sampling method was used for the data collection in the study, and a total of 300 students were selected from the Prayagraj district of the UP Board. The researcher used standardized tools Samoohik Mansik Yogyata Pariksha (2/70), developed by Dr. R. K. Tandon; Adjustment Inventory School Student (AISS) by Prof. A. K. P. Sinha and Prof. R. P. Singh; and Study Habits Inventory, developed by Dimpal Rani and Dr. M. L. Jaidka for data collection. Results found that there is no significant direct correlation between school adjustment or study habits and intelligence. However, both school adjustment and study habits are found to significantly predict intelligence when considered together. The regression coefficients reveal that increases in school adjustment and study habits correspond to higher intelligence among senior secondary students with respective regression weights of 1.283 and 0.655. The prediction coefficient (E) suggests that approximately 2.50 percent of the variation in intelligence scores can be jointly explained by school adjustment and study habits.
... [5,10] Other studies have reported a significant difference in the method of study where high-performing students preferred to study alone, and students with lower performance preferred group study. [7,11] This study shows that a lack of sleep a day before examination adversely affects the academic performance and sleeping for a duration of >6 h before examination also results in decline in academic performance. This may be because of the vast medical curriculum which requires a long time for re-vision, for which the students have to compromise their sleep, but sleep duration of <4 h may result in mental exhaustion, thereby adversely affecting the recall capacity during the examination, which will ultimately deteriorate students' performance. ...
Background: Academic performance of medical students is influenced by multiple factors. Identification of these factors can help in improvement of learning and academic performance of students. The objective is to estimate the pattern of academic performance of undergraduate medical students and determine the association between different factors and academic performance of study subjects. Materials and Methods: A cross sectional study was conducted by the Department of Community Medicine among medical students who appeared for final year part I examination. Self administered questionnaire containing background information, academic performance, extracurricular activities, time spent on studies, teaching methods useful was used. Students were scaled based on average marks obtained. Result: The mean age of participants was 22.5 ± 1.27 years (range 21-25). About 25% of the students had scored <60% marks, while 75% had scored more than that. High-performing students were found to spend more time on hobbies as well as on physical activities and less time on social networking sites as compared to the average-performing students. Study and sleep habits of high performers were significantly different from average performers. Similarly practicals was most effective method of learning for students. Conclusion: Many factors were found to have a significant association with academic performance of students such as joined medical profession by will, spending time on personal hobbies and social networking sites, time spent on study, and duration of sleep a day before examination, practical classes, blackboard teaching,studying alone, feedback from teachers.
... Among these factors, the amount of time devoted to studying is frequently cited as one of the most significant predictors of academic achievement [6]. In particular, the way students manage their study time can affect their learning efficiency and retention of information, which ultimately impacts their academic performance [11]. ...
The objective of this study was to investigate the overall time management between the Grade nine students at Secondary School A and Secondary School B, to determine the amount of time spent studying by the Grade nine students at Secondary School A and Secondary School B, and to establish a relationship between the time management of the Grade nine students at Secondary School A and Secondary School B. A pilot study was conducted at Secondary School C to construct a questionnaire and the Alpha Cronbach reliability test was done for each of the two factors for the questionnaire. A final questionnaire consisting of a four-point modified Likert Scale was prepared and circulated to the Grade Nine students at Secondary School A and Secondary School B. The population consists of two hundred and eleven Grade 9 students-one hundred and fifteen from Secondary School A and ninety-six from Secondary School B. Each of the four Grade nine classes at School A consists of twenty-four students and the five Grade nine classes at School B consists of approximately twenty-three students. The sample for the research consists of Grade nine classes from both public secondary schools. School A comprised of four Grade 9 classes and School B comprised of five. Three classes were randomly selected at both schools. The three classes from School A consisted of sixty-nine students and the three classes selected from School B consisted of sixty-five students. The three classes that were randomly selected at School A consisted of sixty-nine students and the three classes that were randomly selected at School B consisted of sixty-five students. At School B, the three Grade 9 classes that were randomly selected were Grade 9B, Grade 9C, and Grade 9D. At School A, the three Grade 9 classes that were randomly selected were Grade 9A, Grade 9C, and Grade 9D. Results indicated that the students at Secondary School A on average reported better time management skills in improving their end-of-term scores in Integrated Science when they manage their time more efficiently and that the students at School A on average reported better time studying skills than the students at Secondary School B. The T-test results further revealed that the difference in time management, time studying and overall time management between the Grade nine students at both secondary schools was statistically significant.
... The decline in students' performance on the final exam may reflect the increased difficulty of the exam or the influence of external factors, such as test anxiety (Elliot and McGregor, 1999). The comparative analysis further highlights the variability in human test performance, which can be affected by a range of factors, including motivation, study habits, and prior knowledge (Credé and Kuncel, 2008). ...
ABSTRACT: This study examines the impact of one of the AI conversational tools, ChatGPT-4, on learning outcomes in construction management courses. Focusing on the Site Management course, the same exam questions were administered to both students and ChatGPT-4. This evaluation was conducted in two phases midterm and final exams where the performances of both ChatGPT-4 and the students were compared and analyzed. The research reveals that while the AI outperformed students in the midterm exam, it showed a decline in performance during the final exam, indicating limitations in adapting to different exam environments. Neither ChatGPT-4 nor the students met the course passing criteria. The study emphasizes the need for further development of AI for more effective integration into education, with a focus on considering ethical dimensions in this process.
ÖZET: Bu çalışma, yapay zekâ konuşma araçlarından ChatGPT-4'ün yapı işletmesi derslerindeki öğrenme başarılarına etkilerini incelemektedir. Şantiye Tekniği dersi özelinde, öğrenciler ve ChatGPT-4'e aynı sınav soruları uygulanmıştır. Ara sınav ve final sınavı olmak üzere iki aşamada yapılan bu değerlendirmede, hem ChatGPT-4'ün hem de öğrencilerin performansları karşılaştırılarak analiz edilmiştir. Araştırma, yapay zekânın ara sınavda öğrencilerden daha iyi performans gösterdiğini, ancak final sınavında düşüş yaşadığını, bu nedenle farklı sınav ortamlarına uyum sağlamakta sınırlamalar olduğunu ortaya koymaktadır. Hem ChatGPT-4 hem de öğrenciler dersin geçme kriterlerini karşılayamamıştır. Çalışma, yapay zekanın eğitimde daha etkili entegrasyonu için geliştirilmesi ve bu süreçte etik boyutların göz önünde bulundurulması gerektiğini vurgulamaktadır.
... Income and the prestige associated with occupational status are two paramount indicators determining occupational success during adulthood (Fujishiro et al. 2010). To understand how occupational success is attained and how it changes across the lifespan, psychological and sociological research has used integrative theoretical models, particularly human capital theory (Mincer 1958;Becker 2009), the Wisconsin model (Crouse et al. 1979;Sewell et al. 1969), and theories developed from them (e.g., Credé and Kuncel 2008;Pfeffer 2011). ...
What shapes (occupational) success in later life? This study examines the differential importance of intelligence in late childhood, socioeconomic background, and education across later occupations. The quantity and quality of educational success are thought to mediate the other dimensions. We analyzed data from N = 4387 participants in a German longitudinal large-scale study in multiple regression and mediation models to examine how childhood intelligence and socioeconomic background predict income and occupational status at different career stages. Both childhood intelligence and socioeconomic background predict status and income in adulthood, with childhood intelligence being the stronger predictor. However, education is an even stronger predictor and—once included in the model—mediates virtually all effects of childhood intelligence and socioeconomic background. This pattern remains stable across career stages, and education has unique effects on income and occupational status in later work life, even when controlling for work experience. Our results emphasize the pivotal role of education in transitioning to the labor market and further development at work, even at later career stages. Given the stronger link between childhood intelligence and educational success in Germany than in other countries, we find that Germany is one of the more intelligence-driven systems.
... Azikwe (1998) described study habits as the way and manner a student plans his or her private reading outside lecture hours in order to master a particular subject or topic. Crede and Kuncel (2008) noted that study habits denote the degree to which the student engages in regular acts of study (via reading, examining, evaluating, and creating knowledge out of lecture notes, handouts and textbooks) that are characterized by appropriate studying routines (review of materials) occurring in an environment that is conducive to studying. ...
The main objective of this study is to investigate the extent to which the use of social media affects the study habits of undergraduates of Library and Information Science (LIS) in Southwest Nigeria. Survey research design of the correlational type was adopted for this study. The population of this study comprises of students of Tai Solarin University of Education (TASUED) and University of Ibadan (UI). The research utilized multi -stage sampling techniques. A random selection of a proportionate sample of 20% of the students in each level gave a sample size of 274. Questionnaire was used as the instrument for data collection while both descriptive and inferential statistics were employed as methods of data analyses. It was found that students made use of WhatsApp, Google+, Facebook, Instagram (Threads), YouTube and Researchgate frequently, Blogs and Twitter(X) occasionally and rarely used Flicker, Myspace, Linkedln, Tumblr, Pinterest, Goodreads and wikis. The students‟ study hours ranged from less than an hour to four hours daily with majority studying for 1-2 hours daily. A positive and significant relationship was found between the LIS undergraduates‟ use of social media and their study habits. Meaning that the more they use social media, the more their study habits improve while their study habits suffer when they use less of social media, contrary to general expectation and/or perception and the findings of some studies. Based on this, it was recommended that university managements should make access to and use of a wider range of social media platforms possible so as to improve students‟ study habits and hence academic achievements through collaborative, cooperative and peer or shared learning presently ongoing on social media platforms. Provision of a stable and sustainable ICT infrastructure and ready and supportive technical crew is also advised to enable lecturers to take their lesson contents to where the students are and consequently increase the universities‟ online visibility and web ranking as more students and staff get accounts and are profiled with their official addresses and contribute to the contents on the many social networking media on the Internet.
... Support centres initially focused on enhancing admission rates and fostering disability awareness among faculty; Walker (2016) stressed the importance of disability awareness among faculty and administrators. However, their function has evolved to include a plethora of services, such as individualised tutoring, collaborative learning environments, skill development workshops, and specialised technological interventions (Crede and Kuncel 2008;Edyburn 2011;Tinto 2012;Zimmerman 2002). ...
The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic adjustment in LD students. The sample comprised 245 post-secondary students with LD; half were receiving support from an academic support centre (n = 121, 49.4%); half were not receiving support (n = 124, 50.6%). The methodology involved the analysis of questionnaires using general linear model (GLM) procedures and Spearman correlations. Results showed LD students with access to academic support had higher PsyCap and better academic adjustment. Notably, PsyCap mediated the relationship between academic support and adjustment, suggesting support positively correlates to PsyCap, which then positively correlates to academic adjustment. The findings suggest that while academic support is beneficial, PsyCap may be a more critical factor in the academic adjustment of LD students, regardless of support. We therefore suggest that by working on utilising LD students' PsyCap, support centres may facilitate these students' academic adjustment. The findings have implications for educational policy and the design of support programmes in higher education. ARTICLE HISTORY
... The most common predictors of improving or reducing quality of life are intelligence, personality, surrounding conditions, customs, attitudes, and educational background. (Credé & Kuncel, 2008). Nonetheless, there is another trait that stands out as particularly crucial for success, one that predicts achievement irrespective of life circumstances or job characteristics (Duckworth et al., 2007). ...
Objective: This study aimed to examine the validity and reliability of the Persian version of the Academic Grit Scale in Iranian students using a correlational-descriptive and psychometric research design. Methods: The participants were a total of 440 male and female senior high school students in Masjed Soleyman in the academic year 2022-2023 who were selected through multi-cluster sampling. The data were collected using the Academic Grit Scale (2019), the General Grit Scale (2009), the Procrastination Assessment Scale-Students (1984), and the Multidimensional Students' Life Satisfaction Scale (2001). The collected data were analyzed through the Pearson correlation test, Cronbach's alpha, and factor analysis with AMOS-24 and SPSS-22 software. Results: The confirmatory factor analysis revealed the single-factor structure of the Persian version of the academic grit scale. Overall, the Persian version of the scale has acceptable and relatively strong psychometric properties in terms of content validity (CVI < 0.79 & CVR < 0.62), convergent validity with overall grit (r = 0.446; P<0.1) and life satisfaction (r=0.524; p˂0.01), divergent validity with academic procrastination (r=-0.586; p˂0.01) and internal consistency (Cronbach's alpha (α) = 0.905). Conclusions: The data from this study suggested that the Persian version of the Academic Grit Scale is an appropriate tool for evaluating academic grit in Iranian students, which can be used in research and clinical settings. The present study also provided some implications to enhance the practice of school counselors, teachers, and other professionals who try to positively influence the performance of children and adolescents.
... These are some types of reasoning: It is fundamentally dialogic, which is to say it potentially broadens the conversation or inquiry. Critical capacities take aim at or their point of departure from another thinker, another writer, another conversationalist or another artist (Credé, & Kuncel, 2008). Because its aim is to take the measure of some other intellectual or artistic endeavor critical reasoning essentially assesses, it examines, it tests the value of the object of inquiry (or desire). ...
Managing the intelligence process, which constantly improves a person's capacity and creates chances for thinking skills to be applied practically in real life as a basis for human development, is one of the learning processes. The study's goal was to investigate the differences between undergraduate science students' study habits and their capacity for analytical reasoning. Male and female maths students from two Punjab University departments made up the study's population. Using a suitable sampling technique, 200 male and female students from the University of Punjab's departments of mathematics and scientific education made up the research sample. As a research tool, a test and a questionnaire were employed to gather data. According to the study's findings, there was a highly significant difference between science students' study habits and their ability to reason analytically at the undergraduate level.
... Research suggests that insufficient or irregular sleep patterns impair memory consolidation and decision-making, both of which are crucial for academic achievement (Lo et al., 2016). Similarly, study practices, encompassing both qualitative and quantitative aspects of learning behaviors, directly shape knowledge acquisition and performance outcomes (Credé & Kuncel, 2008;Zimmerman, 2002). Besides, physical and social development as well as the competencies including problem solving, time management, and critical thinking skills are benefited from extra curricula activities (Himelfarb, Lac, & Baharav, 2014). ...
This study aimed to investigate the more influential determinants of Academic performance. For this purpose, the study taken the sleep hours and extracurricular activities to develop the association of with students’ academic performance index along with some other variables like previous score, sample question papers practiced and hours studied. The data is collected from Kaggle for over 10000 students and statistical analysis are performed by using the statistical package STATA. Descriptive statistics are calculated to analyze the central tendency, dispersion, and shape of variables. Multicollinearity are checked by calculated correlation matrix and regression analysis has revealed that both extracurricular activities, sample papers practice, hour studied and sleep hours are affecting positive academic performance of students. The further by adding previous score in the model the results are significantly improved and it is indicated by the increased value of R2. One the basis of results of the study it is suggested to focus on the promotion of healthy sleep habit, enhancement of extracurricular opportunities, and implementation of comprehensive support programs to improve the academic performance index.
... Many studies have considered the effectiveness of the study method as an integral component of academic achievement. In one systematic review, there is a very strong correlation between study habits and students' academic performance [4]. Some evidences has considered studying skills as the most effective factor in students' academic status [5]. ...
Introduction: Improvement of students' academic performance is the main goal of educational centers because the academic performance of individuals is the basis of their success at every juncture. This study aimed to investigate the relationship between study habits and academic achievement motivation in Qazvin dental students in 2022-2023. Methods: This study was a descriptive-analytical study that was performed on all dental students of Qazvin University of Medical Sciences. Data collection tool was three questionnaires, the first part contained demographic and background information including age, sex, marital status, semester and second part contained the PSSHI study habits questionnaire which was developed by Palesani and Sharma and included 45 questions. The third part contains Hermens questionnaire to measure the motivation of academic achievement. The validity of the questionnaires was obtained using experts' opinions and its reliability was obtained using Cronbach's alpha test. The collected data were entered into SPSS software version 26, then using descriptive statistics (mean, standard deviation, etc.) and statistical analysis including independent t-test and ANOVA were analyzed. Results: The results of this study showed that the educational motivation of most students of Qazvin dental school was high which had no significant relationship with sex, age, marital status and term (p˃0.05). There was a significant relationship between academic motivation and study habits of students (p˂0.05). Conclusion: The results of this study showed that the study habits of Qazvin dental students are moderately desirable, so it seems that students are not familiar enough with learning facilities and study skills. Therefore to enhance the study skills of students, teaching Workshops will be included in the curriculum.
... In "The Role of Study Habits and Time Management" Credé and Kuncel (2008) observe that effective study habits and time management capabilities are crucial predictors of academic success. The authors, in their meta-analysis of over 70 studies, discovered that students who developed disciplined routines of study avoided procrastination, and high-achieving students were more likely to manage time well. ...
This study examines the influence of college organization involvement and well-being on academic success among university scholars. Recognizing the multidimensional nature of academic achievement, the research focuses on how students’ participation in extracurricular college organizations and their social and mental well-being correlate with academic outcomes, measured by GPA and academic honors. The framework incorporates Astin’s Involvement Theory, suggesting that active participation in co-curricular activities enhances students' sense of belonging, leadership skills, and academic motivation. Additionally, Self-Determination Theory (SDT) is applied to investigate how fulfillment of basic psychological needs—such as autonomy, competence, and relatedness—fosters well-being and academic performance.
Using a quantitative research approach, data were collected through a structured survey targeting fourth-year university scholars. The survey explored students’ levels and types of organizational involvement, as well as their mental and social well-being. Statistical analyses were conducted to assess correlations between these factors and academic success. Findings from this study offer valuable insights for educational institutions aiming to enhance student support services. By identifying the positive impacts of college organization involvement and well-being on academic success, the study contributes to broader discussions on holistic student development and provides a foundation for policies that encourage balanced involvement in co-curricular activities alongside academic pursuits.
The study underscores the importance of fostering an environment that supports students' academic and personal growth, ultimately aiming to guide universities in creating resources that support students in achieving their academic and personal goals.
... In "The Role of Study Habits and Time Management" Credé and Kuncel (2008) observe that effective study habits and time management capabilities are crucial predictors of academic success. The authors, in their meta-analysis of over 70 studies, discovered that students who developed disciplined routines of study avoided procrastination, and high-achieving students were more likely to manage time well. ...
... These habits refer to the routines that students follow to complete their coursework, encompassing the entire educational experience. They generally indicate how consistently a student studies, which is shown through proper study habits like material reviews conducted in a supportive environment (Crede & Kuncel, 2008). Good (1998) states that study habits are the systematic, effective, or ineffective methods students choose for learning; these are the strategies they employ to ensure they comprehend the material (Azikiwe, 1998). ...
The study evaluated the study habits (SH) and academic achievement (AA) of secondary school students from government and private institutions in Kashmir. It aimed to explore the connection between SH and AA among students in Central, North, and South Kashmir. One district was randomly selected from each zone, and a total of 600 students (300 from government schools and 300 from private schools) were randomly chosen from 60 secondary schools. The Study Habits Scale (2019) by Sharma and Ansari was used to measure SH, while AA was assessed by reviewing students' academic records from the previous two years. The findings showed a significant positive relationship between study habits and academic achievement.
... As noted in prior research, specific course characteristics (e.g., course difficulty, grading) could moderate the relations between help-seeking and academic performance (Credé and Phillips, 2011). Indeed, a meta-analysis study showed that compared to individual course grades, students' use of learning strategies in general had stronger correlations with GPA, which can be deemed a more holistic representation of college students' academic performance (Credé and Kuncel, 2008). Providing support for this speculation, academic help-seeking was significantly associated with students' major declaration status, determined based on their cumulative GPA and course credits, in the present study. ...
Introduction
College students often encounter challenges or ambiguity in online learning, which they cannot overcome independently, and therefore, require help. However, relatively little is known about how academic help-seeking can be supported in online contexts and about its potential benefits. The present study investigated the role of academic help-seeking in online STEM learning and its contextual antecedents.
Methods
A total of 213 college students, enrolled in an introductory Engineering course, completed an online survey. Their survey responses and academic record data were analyzed.
Results
Results of path analysis indicated that adaptive help-seeking was positively related to retention intention, whereas expedient help-seeking was negatively related to the choice of future courses. In addition, avoidant help-seeking was negatively related to retention intention and major declaration status and positively to disorganized studying. Results also showed that sense of belonging and environmental fixed mindset served as significant predictors of academic help-seeking.
Discussion
Findings indicate that academic help-seeking is related to successful online STEM learning. Therefore, fostering online learning contexts in which students perceive more sense of belonging and less environmental fixed mindset is crucial.
... Behavioral engagement refers to students' intentional and persistent effort toward their academic learning, which represents a key aspect of learning engagement (Fredricks & McColskey, 2012;Wong & Liem, 2022). Active participation in behavioral engagement has been found to be predictive of student grades (Cohen, 2012;Credé & Kuncel, 2008;Edwards et al., 2020). The primary goal of this study was to understand how behavioral engagement was related to student success in terms of grades specifically for the transfer population. ...
... Internal factors mainly pertain to individual students, their interest in learning, and their time management, whereas external factors are beyond students' control and planning. Marcus Credé et al., [3] emphasized the significance of factors such as educational programs, faculty quality, access to services, training environment, and university facilities in influencing students' academic performance. Singh et al., [12] highlighted the impact of psychological, economic, social, personal, and environmental factors on students' academic outcomes. ...
This paper presents an educational dataset that consolidates various aspects of educational science. The purpose of this study is to illuminate the factors that impact students’ learning experiences before and during their time at university. This dataset was designed to support research in educational science, including the application of machine learning and deep learning models to predict student outcomes. The primary objective is to improve educational methodologies, empower students with informed decision-making, and enhance overall learning effectiveness. The dataset comprises 992 samples across 89 fields and was collected through direct methods like questionnaires and indirect methods involving training management units. These samples are categorized into Personalized factors, Factors affecting learning outcomes, and Learning outcomes, encompassing both general education performance and university module achievements. Following collection, the dataset was subjected to thorough processing, cleaning, and statistical analysis, using techniques such as Pearson correlation analysis, analysis of variance, Std. Error, Std. Deviation, and tests of homogeneity of variance.
... Regarding predictive validity, studies have found that noncognitive predictors, such as motivation, are valuable in predicting academic success and offer incremental value over prior academic performance (Credé & Kuncel, 2008;Richardson et al., 2012;Schmitt et al., 2009). Noncognitive predictors are for instance indicative of the extent to which students' motives and interests fit their programme of choice, which contributes to academic achievement (Soppe et al., 2024). ...
Selective admissions in higher education based on preuniversity grade point average (pu‐GPA) can disadvantage ethnic minority students' admission chances. In this study, assessments of motivation and a curriculum‐sample test (CST) were compared with pu‐GPA by evaluating their effectiveness in mitigating ethnic‐based score differences while maintaining predictive validity over course grades. Data obtained from students ( N = 306) in a high‐stakes admissions context were used. The motivation assessments and CST revealed no ethnic‐based score differences. Pu‐GPA and the CST were found to be positive predictors of the achievement of ethnic majority and ethnic minority students. The motivation assessments were poorly related to achievement. We conclude that CSTs show promise as a method for reducing ethnic‐based score differences in admissions procedures while maintaining predictive validity.
... In terms of CENEVAL admission test scores, the research concludes that an increase in the admission requirement only results in a 5% improvement in reducing school dropout risk. ere is evidence that high school grades and scores on standardized admission tests are not correlated with study skills [18], so there is no guarantee of academic success during college studies. ...
Objective. This work shows how the Define-Measure-Analysis-Improve-Control (DMAIC) cycle reduces the school dropout risk in a Mexican private University. Materials and method. The materials used to develop this research were data collected from an academic enterprise resource planning software called UNISOFT, property of the Mexican Private University as well as the statistical software Minitab to perform all the numerical analysis. The methodology used to reduce the school dropout risk in the freshman year of studies of engineering was Six Sigma. Results and discussion. Three six-sigma metrics were developed and measured to understand the process and reduce risk management. Each phase contributes to identify the root cause and to formulate possible solutions. Conclusions. The DMAIC methodology was implemented in a period of four semesters; it involved both management and academic personnel. The results show an improvement in the dropout indexes and a new approach is being considered by the Faculty to sustain the effort.
... Study habits encompass behaviors such as time management, organization, note-taking, and active engagement with course material. Research indicates that students with effective study habits tend to demonstrate greater academic achievement and intellectual growth (Credé & Kuncel, 2008).Study habits encompass the strategies and behaviors students employ to retain information and complete academic tasks effectively . Effective study habits, such as time management, organization, and active learning strategies, are associated with improved academic achievement . ...
Abstract In the present study, the researcher aims to investigate the relationship between school adjustment, study habits, and intelligence among senior secondary students. Researcher used the causal-correlational research design of descriptive research. A simple random sampling method was used for the data collection in the study and a total of 300 students were selected from the Prayagraj district of UP Board. The researcher used standardized tools Samoohik Mansik Yogyata Pariksha (2/70), developed by Dr. R. K. Tandon, Adjustment Inventory school student (AISS) by Prof. A.K.P. Sinha and Prof. R.P. Singh and Study Habits Inventory developed by Dimpal Rani and Dr. M.L. Jaidka for data collection. Results found no significant direct correlation between school adjustment or study habits and intelligence. However, both school adjustment and study habits are found to predict intelligence when considered together significantly. The regression coefficients reveal that increases in school adjustment and study habits correspond to higher intelligence among senior secondary students with respective regression weights of 1.283 and 0.655. The prediction coefficient (E) suggests that school adjustment and study habits can jointly explain approximately 2.50 percent of the variation in intelligence scores.
Keywords: classroom behavior, learning tasks, satisfaction, well-being, note-taking, active engagement.
Background: There is compelling evidence for the benefits of physical activity on mental health. The present study examines the mediating role of habit strength in the relationship between physical activity, psychological well-being, and transdiagnostic factors associated with anxiety-related disorders, including anxiety sensitivity, distress tolerance, and intolerance of uncertainty. Methods: A cross-sectional design was employed in the present study. Self-report scales of physical activity behavior, habit strength, psychological well-being, intolerance of uncertainty, distress tolerance, and anxiety sensitivity were employed with an online questionnaire. The sample consisted of 232 undergraduate and graduate university students. Results: Mediation analyses indicated that habit strength emerged as a significant mediator in the relation between physical activity and both well-being and transdiagnostic factors. Indirect effects through habit strength were significant across all models. However, physical activity alone was not significantly associated with psychological well-being or transdiagnostic factors. Conclusion: Our findings underscore the importance of consistent engagement in and habit strength of physical activity for reducing transdiagnostic risk factors and enhancing mental health. Building on present findings, future research should explore the mechanisms underlying the link between physical activity and mental health outcomes with longitudinal and experimental methods.
This study focuses on analyzing the impact of scientific research activities on the development of soft skills among university students in Vietnam, with particular emphasis on communication, teamwork, problem-solving, and critical thinking skills. A mixed-methods approach was employed, combining a quantitative survey of 480 students with in-depth interviews involving 20 students who had participated in scientific research, as well as 50 faculty members and administrative staff from various universities. Quantitative data were processed using SPSS software, while qualitative data were analyzed through content analysis. The findings indicate a clearly positive effect of engaging in scientific research on students’ soft skills development: 78% of students reported significant improvement in communication skills; 72% enhanced their teamwork abilities; 69% demonstrated better problem-solving capacity; and 65% reported more logical and refined critical thinking. Based on these results, the study proposes several strategic directions to strengthen the integration of research activities into higher education curricula. These include expanding opportunities for students to participate in interdisciplinary research projects, developing digital platforms to support student-initiated research, and implementing structured mentoring programs between faculty and students. These initiatives are expected to contribute to the enhancement of human resource quality in the context of global integration.
This study investigates the influence of secondary education (SE) and higher education (HE) study programmes on both the short-term (one year) and long-term (three years) academic achievement of HE students. It also examines the impact of various background, cognitive, and non-cognitive factors, controlling for SE and HE programmes. Based on a representative dataset (N = 24,183), this study employs cross-classified multilevel models with a random interaction effect between SE and HE levels. Results show that both SE and HE study programmes impact short- and long-term achievement in HE. The impact of SE programmes is smaller on longterm achievement, while that of HE programmes remains stable. Notably, the alignment between SE and HE programmes, is increasingly important in the long run. The study also highlights that background, non-cognitive and cognitive factors significantly predict academic achievement in both time frames, with important variations in their impacts on short- and long-term outcomes.
Educational relevance statement: Having a clear perspective on the key determinants of academic achievement in higher education (HE) is crucial to support students during their difficult transition to HE. The present study addresses important gaps in the existing literature by analysing the influence of secondary education (SE) and higher education (HE) programmes on both short- and long-term academic achievements of HE students. It also examines the impact of a wide range of background, cognitive, and non-cognitive factors on these academic achievement measures, controlling for the effects of SE and HE programmes. The study reveals several important findings, among which: (1) An included interaction term between random variances at the SE and HE programme
levels (in a cross-classified multilevel model) increasingly predicts academic achievement over time, suggesting the necessity of aligning SE and HE programmes. This is particularly relevant for SE administrators and counsellors developing study choice guidance trajectories for students; (2) There is evidence of a cumulative effect of SES risk factors in HE, with the influence of these background variables on academic achievement intensifying over time; (3) Cognitive and non-cognitive factors assessed at the end of SE significantly influence academic
performance over a three-year period in HE, in addition to their impact on short-term academic achievement. This underscores the predictive validity of these measures and underscores their inclusion in online assessment tools designed to support SE students intending to pursue HE.
The present study examined the mediating effect of academic procrastination and the moderating effect of self-control in the association between adolescent peer attachment and subjective academic achievement. Participants included 1,135 Chinese junior and senior high school students who reported their peer attachment, subjective academic achievement, academic procrastination and self-control. The results showed that peer attachment was significantly positively associated with subjective academic achievement and academic procrastination partially mediated this relation. Additionally, the relation between peer attachment and academic procrastination was moderated by self-control, such that the negative relation between peer attachment and academic procrastination was stronger for adolescents with high self-control than those with low self-control. These findings highlight the salient roles of individual and contextual factors in Chinese adolescents’ academic achievement.
Objective
To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction.
Methods
A 4-item questionnaire was administered to 354 3rd-quarter students during finals week. Students were asked to report their study time, sleep duration the night prior to the exam, and perception of course difficulty as well as grade satisfaction using a 5-point Likert scale response prior to taking the exam. The relationship between exam scores from the immunology and endocrinology courses and those 4 items were analyzed.
Results
We found the grade satisfaction and total scores before the final exam and sleep duration had a positive relationship with final exam scores (immunology: r = .29, r = .56, and r = .22, p < .01; endocrinology: r = .41, r = .42, and r = .26, p < .01). In contrast, a negative relationship between the perceptions of course difficulty and the final exam score was found (immunology: p < .01, r = −.15; endocrinology: p < .01, r = −.32). Surprisingly, study time did have a significant correlation with final exam scores (p > .05).
Conclusion
Adequate sleep the night prior to an examination was positively associated with the exam scores. Study time for the final exam did not correlate with final exam scores. There may be a need for schools to consider the potential impact student sleep habits have on academic performance and to distribute this information to students.
Pocos estudios con Analítica del Aprendizaje han intentado predecir los resultados de conjunto de un año académico. Esta investigación desarrolló un modelo predictivo del riesgo de suspender el primer año en un Grado de Negocios (i.e., obtener menos créditos de los necesarios para aprobar), utilizando Regresión Logística con datos de dos cohortes de estudiantes (n=1046). El modelo utiliza la tasa de asistencia, calificaciones de evaluación continua de tres asignaturas y los clics en la LMS, del primer semestre del año. Se probó con 74 estudiantes de una cohorte diferente, obteniendo una precisión alta, pero una sensibilidad baja. Los resultados sugieren que la asistencia a clases, las habilidades de comunicación y la competencia numérica son transversales al éxito académico. El artículo revela una relación no lineal entre la actividad en la LMS y la media académica y propone un método para tratarlo.
En el año 2019, el Ministerio de Educación y Ciencias (MEC) inició la implementación de la Nueva Formación Docente (NFD) con el objetivo de mejorar la calidad del perfil de ingreso a la formación docente (FD). Este estudio tuvo como objetivo determinar la relación entre las actitudes, los hábitos de estudio y el rendimiento académico (RA) en Matemática, Castellano y Guaraní de los ingresantes a la Nueva Formación Docente. Se utilizó un enfoque cuantitativo de alcance correlacional, se aplicaron encuestas a los ingresantes en 13 instituciones formadoras de docentes, en el año 2022, para conocer sus hábitos y actitudes hacia el estudio, el RA se obtuvo de los puntos obtenidos en los exámenes de ingreso. Los resultados indican que existe una asociación significativa entre las actitudes de los ingresantes y su RA en Castellano (coeficiente de contingencia [CC] = 0.132, p < 0.05) y Guaraní (CC = 0.139, p < 0.05), con una fuerza de asociación baja. No se encontraron relaciones estadísticamente significativas entre los hábitos de estudio y el RA en ninguna de las áreas. Estos hallazgos sugieren que, si bien los buenos hábitos de estudio son esenciales, es posible que por sí solos no garanticen el éxito académico.
The societal demand for graduates with expertise in Science, Technology, Engineering, and Mathematics (STEM) stands in contrast with prevalent issues of diminished interest among high school students in STEM subjects and low completion rates in STEM academic programs. In the Flemish educational context, heterogeneity in STEM preparedness of incoming students, caused by open admission to higher education (HE) and lack of centralized exams at the end of secondary education (SE), contributes to low completion rates. Pre-enrollment, low-stakes positioning tests aim to inform students of their preparedness. This is an in-depth study of the predictive validity for first-year academic achievement in STEM of these tests. We used data from three academic years, four universities, and six study programs (n = 1973). Using nested linear and logistic regression analyses, we found incremental predictive validity of positioning tests over SE outcomes, and learning and study strategies, especially of the mathematics problems on the tests. Furthermore, we found no evidence for differences in predictive validity between relevant sub-populations (related HE programs, or different SE programs). Finally, we introduced utility functions to determine optimal cut-offs for positioning test scores.
Background
Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.
Purpose
The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.
Methods
The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester.
Results
Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades.
Conclusions
Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.
Social networks have become integral to daily life, with billions of users worldwide. While social media offers networking and information-gathering benefits, its impact on psychological well-being raises various concerns. This study investigates the correlation between social media engagement and adverse health outcomes among young adults. Specifically, it examines the effects on depression, anxiety, and sleep irregularities. The research utilizes a quantitative design. The sample comes from a university in Hebei Province, China. Through calculation, 400 representatives are needed to represent the sample size. The study will also explore potential moderating factors such as age, gender, racial status, and socioeconomic status. Data will be analyzed using descriptive and inferential statistics to identify patterns and correlations. Anticipated results include identifying social media usage patterns linked to adverse health outcomes and how demographic factors influence these effects. The findings aim to address research gaps and inform policies to mitigate social media's adverse impact on mental health.
Background/purpose:
Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. "learning how to learn") is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical students in Australia.
Method:
Participants in this observational study were invited to complete a questionnaire regarding their attitudes towards study behaviours and strategies, and to complete regular "study diaries" using a custom smartphone application. We collected data for first to fourth-year medical students at various timepoints throughout their academic year.
Results:
We found that these students generally had a high level of literacy regarding the efficacy of evidence-based study techniques, such as practice testing and active participation, but also tended to favour less effective and more convenient and time-efficient study approaches and activities. Students also reported engaging in distracting off-task activities during approximately 61% of their "private study" sessions; however, due to the self-report nature of the data, this is likely an underestimate.
Conclusion:
In conclusion, we found that there appears to be a disconnect between medical students' knowledge and practice of effective study techniques. Given this apparent dissonance-and the significant demands placed on student time and attention-we encourage educators to consider how they might best support students to engage in effective study techniques.
Bu araştırmanın amacı, öğretmen adaylarının akademik anlamda başarısız olmalarının nedenleri ile sonuçlarını belirlemek ve akademik başarısızlığın önlenmesine yönelik çözüm önerileri sunmaktır. Bu amaç doğrultusunda çalışma, nitel araştırma desenlerinden olgubilim kapsamında tasarlanmıştır. Araştırmanın çalışma grubunun belirlenmesinde amaçlı örnekleme türlerinden aykırı durum örnekleme kullanılmıştır. Bu kapsamda son sınıfta öğrenim gören genel akademik not ortalaması en düşük ve en yüksek dörder öğrenci ile çalışma yürütülmüştür. Görüşme tekniği kullanılarak toplanan veriler ise betimsel ve geleneksel içerik analizi kullanılarak çözümlenmiştir. Araştırma sonucunda başarısızlığın başlıca nedenlerinin psikolojik sorunlar, uyum sorunları, devam sorunu, konuyu anlamama, planlı ve programlı çalışmama, çalışma tekniğini bilmeme, arkadaş çevresi, ailevi sorunlar, maddi sorunlar, uygun çalışma ortamı olmaması, üniversite hayatının getirmiş olduğu rehavet ve istenmeyen bölüme yerleşme olduğu sonucuna ulaşılmıştır. Akademik başarısızlığın sonuçları ise düşük özgüven, başarısızlık hissi, psikolojik sorunlar, iş bulma sorunu ve mesleki yetersizliktir.
Penelitian ini bertujuan untuk mengembangkan permainan (EDMOLEK) edukasi monopoli dan engklek sebagai alat evaluasi terhadap daya ingat siswa dalam pembelajaran. Metode yang digunakan ini metode Reseach and Developmen (R&D) dengan model pengebangan ADDIE dengan beberapa langkah yaitu: Analyze (analisis), Design (perencanaan), Development (pengembangan), Implementation (implementasi), dan Evaluation (evaluasi). Penelitian ini dilaksanakan di SDS Miftahul Falah, sampel yang digunakan dalam penelitian ini adalah siswa kelas IV. Permainan EDMOLEK sebagai alat evaluasi terhadap daya ingat ini telah diujikan melalui angket validasi media dengan rata-rata 78% dikategorikan sangat layak, angkat validasi materi dengan rata-rata penilaian 83% dikategorikan sangat layak. Penilaian daya ingat siswa dengan menggunakan angket mendapatkan nilai rata-rata 73,4% dikategorikan baik. Hasil pretest kelompok 1 mendapatkan nilai rata-rata 83% dengan grade A dan nilai hasil posttest nya 89% dengan grade A. hasil pretest pada kelompok dua mendapatkan nilai rata-rata 72% dengan grade C sedangkan posttest kelompok 2 mendapatkan nilai rata-rata 91% dengan garde A. Hal ini menunjukan media pembelajaran tersebut layak digunakan dalam evaluasi pembelajaran.
Introduction: The adoption of efficient study habits is of great importance to achieve academic success in an increasingly demanding educational landscape. Objective: The relationship between study habits and academic performance among university students has been investigated. Method: The behavior of students regarding on-line tests has been taken as an indicator of study habits. From a stratified sampling, a random sample composed of 160 students enrolled in two first-year groups of the Degree in Business Administration and Management (ADE) at the University of Malaga has been obtained. Several quantitative analysis techniques are applied: descriptive and inferential analysis based on the estimation of nonlinear and linear regression models. Results: The results obtained suggest that students who delay the time to answer these tests obtain worse grades in these tests and in future exams, a lower probability of taking the final exam of the subject, and worse grades in this last exam. Discussion: The set of evidence obtained highlights the concern for the study habits adopted by higher education students. To a large extent, the achievement of the objective pursued by investment in education can be
compromised if students do not adopt study strategies that allow them to achieve the goals and achievements established in the programs of the subjects studied. The adoption of inadequate learning strategies can short-circuit the line that links such investment with school performance.
Proses pendidikan di berbagai jenjang pendidikan tidak terlepas dari proses belajar. Dunia pendidikan belajar merupakan hal yang sangat penting, karena menyangkut proses belajar dan membelajarkan. Dalam proses belajar perlu adanya latihan, semakin dilatih maka dapat diprediksikan hasilnya akan lebih baik. Untuk mendapatkan hasil yang baik metode dan strategi belajar tidak hanya dilakukan sekali, akan tetapi dilakukan secara teratur dan berkesinambungan yang pada akhirnya akan menjadi suatu kebiasaan belajar. Oleh karena itu perlu disusun suatu instrument yang dapat mengukur kebiasaan belajar mahasiswa. Instrument tersebut diharapkan dapat mendeteksi permasalahan-permasalahan mahasiswa terkait dengan kebiasaan belajar mereka. Dengan masalah yang telah terdeteksi maka dosen pembimbing akademik dapat membantu permasalahan mahasiswa tersebut. Tujuan penelitian ini untuk mengembangkan instrumen kebiasaan belajar. Produk dari penelitian ini berupa skala kebiasaan belajar mahasiswa. Penelitian ini menghasilkan skala kebiasaan belajar mahasiswa. Perancangan produk dilakukan melalui 4 tahap yaitu penelitian awal, perencanaan, dan pengembangan produk awal, uji kelayakan dan revisi produk. Hasil penelitian berupa alat ukur yang digunakan untuk melihat kebiasaan belajar siswa adalah alat ukur yang berisisi tentang merencanakan belajar, melaksanakan belajar, evaluasi hasil dan proses belajar dan kedisiplinan belajar. Instrumen ini terdiri dari 72 item yeng mewakili setiap indikator dari variable kebiasaan belajar.
Cognitively loaded tests of knowledge, skill, and ability often contribute to decisions regarding educpation, jobs, licensure, or certification. Users of such tests often face difficult choices when trying to optimize both the performance and ethnic diversity of chosen individuals. The authors describe the nature of this quandary, review research on different strategies to address it, and recommend using selection materials that assess the full range of relevant attributes using a format that minimizes verbal content as much as is consistent with the outcome one is trying to achieve. They also recommend the use of test preparation, face-valid assessments, and the consideration of relevant job or life experiences. Regardless of the strategy adopted, it is unreasonable to expect that one can maximize both the performance and ethnic diversity of selected individuals.
Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses,coupled with a floundering economy, signals a need to place this issue at the forefront of our educational agenda once again. In this article, Walter R. Allen presents the results of a quantitative study on the differences in the college experience between Black undergraduates who attended historically Black colleges and universities and those who attended predominantly White colleges and universities. Building on the results of a number of related studies and analyzing data from the National Study on Black College Students, Allen further examines the effects of key predictors on college outcomes among these two groups of students. He thus sets the stage for some provocative conclusions, with implications that extend beyond the boundaries of academia.
The relation between college grades and self-reported amount of effort was examined in four major and several minor investigations
of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though
in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging
from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports
provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and
grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and
self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent
does not receive much support from these investigations. This raises a larger question about the extent to which rewards are
linked to effort in other areas of life—a connection often assumed but seldom investigated.
The purpose of this study was to investigate the relationship between the use of appropriate study strategies and test scores on three different content area exams. The subjects were 37 students enrolled in an upper level college reading course who had been taught to use and apply a variety of effective study strategies. Prior to receiving test results, subjects were asked to write out in detail how they prepared for each exam. Responses were coded as positive or negative, and a composite score of the positive minus the negative behaviors was also computed. The behavior scores were then correlated with test scores. The results indicated a high correlation between the use of positive strategies and test performance. Implications of the findings as well as recommendations for further research are discussed.
This research comprised 3 studies (2 prospective and 1 short-term longitudinal) designed to investigate mastery, performance-approach, and performance-avoidance goals as predictors of achievement-relevant processes prior to the undergraduate examination experience. Results from across the 3 studies were supportive of the authors' hypotheses and revealed a differential predictive pattern for each of the achievement goals. Mastery goals were linked to numerous positive processes (e.g., challenge appraisals, absorption during preparation), performance-approach goals were linked to a more limited set of positive processes (e.g., challenge appraisals, grade aspirations), and performance-avoidance goals were linked to numerous negative processes (e.g., threat appraisals, anticipatory test anxiety). Implications for the trichotomous achievement goal model and educators are discussed.
The present study investigated the reliability of the previously hypothesized four-factor model of the Survey of Study Habits and Attitudes (SSHA; Brown & Holtzman, 1953, 1967). The reliabilities of the scales were marginal as measured by coefficient alpha. The hierarchical model of the SSHA was not supported by confirmatory factor analysis. Num erous test items were found to load highest on a factor other than the one hypothesized by the Brown-Holtzman model. In addition, many items exhibited very low communalities and failed to load highly on any factor.
A causal model of nontraditional student adjustment was developed from sociopsychological concepts and a person–environment fit paradigm. Measures of student role evaluation, commitment to the student role, and self–good student role incongruence were collected at the beginning of an academic year and used to predict the level of personal distress experienced at the beginning of the next spring quarter and academic performance across that academic year. The subjects ( N = 179) were nontraditional undergraduate and adult special students. The results indicated that the data were consistent with the major hypotheses advanced in the model. Self-evaluation and commitment to the student role both had a direct effect on student role congruence, which in turn had a direct effect on academic performance and personal distress. Recommendations for future model development are made, and possible implications for nontraditional college student development are discussed.
Scores on the Survey of Study Habits and Attitudes and demographic data concerning GPA were gathered at a small college for 100 students, 32 male and 68 female, residents and non-residents. The Pearson correlation of .46 showed a positive relation between GPA and study behavior.
Differences in personality and motivational characteristics among rigorously defined groupings of 45 under-, 50 over-, and 227 normal-achieving university undergraduates were analyzed. Marked contrasts existed between members of the under- and over-achieving groups, with the normal achievers much less distinct. The overachievers tended to be serious, hardworking, consistent, self-starters with a clear need to excel academically. They were also planful, organized, responsible types who did not procrastinate. The underachieving group formed a reverse image of the overachievers. The groups were essentially equivalent in academic aptitude, suggesting that the marked differences in achievement were associated with noncognitive factors.
Reilly and Chao (1982) reviewed information related to the validity and fairness of eight different alternatives to traditional paper-and-pencil tests measuring cognitive abilities. The eight categories of predictors reviewed included biodata, interviews, peer evaluations, self-assessments, reference checks, grades, expert judgment, and projective techniques. Because of increased research activity in several areas, we decided to expand the list of alternatives to a total of 18 categories. The 18 categories were grouped into four large classes as follows:
This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.
The potential bias in time estimation known as the planning fallacy was examined for 32 undergraduate students in relation to exam preparation. Students provided estimates of their study plans for the 8 days prior to two midterm exams. These estimates were compared to their study logs for the same period using Ordinal Pattern Analysis. The results indicate that overall students did not demonstrate optimistic biases as predicted by the planning fallacy. Moreover, a median split of the sample on measures of procrastination indicated that the students scoring high on procrastination were just as accurate in their study time predictions as low-scoring participants. Students scoring high on procrastination did commence studying later and studied significantly less than students in the low-procrastination group. No significant difference between these groups was found on exam performance. These results are discussed in relation to the nature of academic tasks, the significance of externally imposed deadlines and the effects of procrastination on task performance.
As an initial step in the development of a study techniques program, this research examined some of the factors which contribute to college success. Tests of academic skills and attitudes were administered to 154 college freshmen. Analyses of variance and multiple linear regressions indicated that academic aptitude, study skills, and attitudes contribute to college success. Results also suggest that females obtain higher grades than males because females study more efficiently and accept academic standards more willingly. Polynomial regressions revealed non-monotonic relationships among study orientation, academic aptitude, and college grades. Within certain ranges, an increase in aptitude coincided with a decrease in study orientation. Thus within certain ranges, an increase in aptitude resulted in a decrease in grades.
The authors used 91 sales representatives to test a process model that assessed the relationship of conscientiousness to job performance through mediating motivational (goal-setting) variables. Linear structural equation modeling showed that sales representatives high in conscientiousness are more likely to set goals and are more likely to be committed to goals, which in turn is associated with greater sales volume and higher supervisory ratings of job performance. Results also showed that conscientiousness is directly related to supervisory ratings. Consistent with previous research, results showed that ability was also related to supervisory ratings of job performance and, to a lesser extent, sales volume. Contrary to expectations, 1 other personality construct, extraversion, was not related to sales volume or to supervisory ratings of job performance. Implications and future research needs are discussed.
A survey of student counseling needs was conducted at a medium-sized suburban institution. Responses to the Survey of Student Needs were received from 803 students. Gender differences are noted and discussed in regard to identified student needs and fears about the future. The value of conducting systematic needs assessments is endorsed.
To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approach to learning only were significantly but negatively correlated with GPA (r = -.27). Higher scores on the external locus of control measure also correlated negatively but not significantly with GPA (r = -.21). Regression analysis indicated Scholastic Aptitude Test scores were also the best predictors of over-all GPA followed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.
The reliability and validity of the Study Process Questionnaire were investigated for 246 United Arab Emirates college students. Analysis provided satisfactory estimates of internal consistency and stability over a 4-wk. period. Results of factor analysis followed by oblique rotation of the six subscales supported the factor structure underlying the questionnaire. In addition, surface approach correlated negatively with students' GPAs and deep and achieving approaches correlated positively with students' GPAs, indicating that the questionnaire approaches were valid in predicting college academic performance. These findings lend support to the reliability and validity of the questionnaire as a measure of studying and learning. In sum, the present investigation provides some evidence suggesting that this instrument can be used with some confidence with subjects other than Australian university students when students are influenced by different traditions, practices, and educational systems.
Questionnaire data regarding study time, work time, and study habits, as well as transcript data, were gathered for 190 lower division science and engineering majors. A multiple regression analysis showed that the best predictor of grade point average was a question asking the extent to which students completed assigned work prior to examinations. Variables which added significantly to the prediction equation were ACT entrance exam scores, the estimated number of hours students spent studying per week, and high school GPAs. The data also indicated that students who hold part-time jobs spend about the same amount of time studying as those who do not.
This study investigated aspects ofmetacognition and motivation that may distinguish the learning processes of adults in higher education from those of traditional-age students. Developmental changes in metacognitive and motivational variables and their relationship to course performance were examined for traditional-age (18-23 years) and nontraditional-age (24-64 years) male and female college students, who completed self-report measures of study skills, motivation, and memory ability. Older students reported more use of two higher level study strategies: generation of constructive information and hyperprocessing. Negative correlations, especially for male students, were found between reported use of several strategies and midterm course performance. Developmental changes in the efficiency of strategy use and the lack of a match between strategy use and the type of course assessment are discussed as possible explanations for these findings. Findings of the study suggest that educators in higher education will need to respond pedagogically to differences in the motivation and learning processes of nontraditional students.
Three scores were used to predict how 38 students who received A grades and 25 students who received C grades in introductory psychology courses differed in learning style and critical thinking skills. The subjects were 63 students enrolled in undergraduate psychology classes with one instructor. Students were given course outlines, test schedules, and scores on their tests and reports and computed their own course standing throughout the semester. At the beginning of the semester, students responded to the Inventory of Learning Processes and Watson-Glaser Critical Thinking Appraisal. Ten scores on the two inventories were analyzed by discriminant function analysis which showed that the combination of the three test scores: Deep Processing and Methodical Study (from the Inventory of Learning Processes) and the Total Critical Thinking (from the Watson-Glaser Critical Thinking Appraisal) correctly classified 84.2% of the students with A grades and 68.0% of the students with C grades.
This article examines racial differences in the effects of intellectual and nonintellectual student characteristics and faculty attitudes and behaviors that significantly predict students' college performance. Significant differences between black and white students' college performance and the predictors are discovered. Educators must address these differences to achieve equity in higher education.
This study examines the possibility that specification errors contribute to the Schuman et al (1985) findings of a weak relationship
between study time and college grades. Our analyses investigate both main and interactive effects, measures of quantity and
quality of study, and various context-specific models of college grades. In contrast to previous findings, we observe significant
main and interactive effects of academic effort on college grades.
This investigation used correlational methods in a realistic setting to examine the relation between test performance and four study processes that subjects self-selected: encoding, word meaning, organizing, and executive control. The participants were 123 university freshmen who were trained over a 5-week period to use a variety of study strategies. Then, for 5 weeks following training, subjects self-selected study processes and the strategies associated with these processess as they learned information from three content area chapters. For each chapter, subjects were tested and were required to provide evidence of the processes in which they engaged by submitting the strategies to the researchers. These strategies were then coded, and descriptive data, frequencies, correlations, and regression analyses were computed. The study provided a comprehensive picture of college students’ choice of study processes. Two major findings emerged about subjects’ self-selection processes: (a) executive control is related to test performance, and (b) those who are trained select a variety of strategies differentially.
The purpose of the present investigation was to examine the relationships between scores on the learning processes assessed by the Inventory of Learning Processes and academic achievement assessed by high school average (HSA) and grade point average (GPA) for 124 undergraduate college students. Multivariate analysis of variance indicated that students with high HSAs tended to score higher on Deep Processing and Fact Retention scales than students with low HSAs. Students with high GPAs appeared to score higher on both Deep Processing and Elaborative Processing scales than students with low GPAs. Subsequent path analysis suggested that both Deep Processing and Elaborative Processing scales have direct associations with GPA.
Two studies related aptitude, achievement, and study variables to college grade-point average (GPA). Study variables were measured by the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA). Study I involved 640 freshmen divided into 3 groups by curriculum and sex. SSHA scores correlated 0.18 to 0.29 with GPA. Multiple correlational analyses showed High School Rank and aptitude measures to be better predictors of GPA than SSHA scores. SSHA scales added 0.005 to R at a maximum. Study II used 187 freshmen in a pre-post design with a 7–9 month interval between testings. The results of the correlational analyses were similar to those in Study I and indicated that the pre- and post-tests were about equally valid. Results also indicated that the students had poorer study habits and more negative attitudes toward school and studying after college experience than before (18 of the 21 t's significant at the 0.05 level).
. The development of scales of motivation, study methods and examination technique is reported, together with evidence of test/retest reliability. Validity is inferred from correlations with the Brown-Holtzman scales and with a criterion of academic performance obtained for 898 university students, 562 college of education students and 190 students in polytechnics and colleges of technology. Multiple correlation coefficients indicate improvements on A-level grades through the use of these scales together with measures of academic aptitude and personality.
Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.
A short version of the Approaches to Studying Inventory (ASI), commended as a ‘quick and easy’ means of assessing student learning, was administered to two groups of students at the University of the South Pacific. Measures of its internal consistency and test‐retest reliability were comparable with those obtained in European research, but were not wholly satisfactory. Moreover, its factor structure was found to be qualitatively different in this context and constituted by different forms of motivation for studying in higher education. It is concluded that approaches to studying are culture‐specific and, in particular, that one should be cautious about using this version of the ASI in systems of higher education in non‐Western countries.
Subjects (N = 603) were graduates of a four year teacher preparation program who had completed the American College Test prior to admission to the University, the Mooney Problem Check-list, Kuder Preference Record Vocational and Personal, and Survey of Study Habits and Attitudes as freshmen, and the National Teacher Examinations (NTE) as seniors. Overall Quality Point Average (QPA) and hours of credit and QPAs earned in various subject matter areas were obtained. Results of the study indicated differences in the correlational patterns of the variables for two subgroups (elementary and secondary majors). The most valid predictors of success in teacher preparation as measured by overall QPA and composite scores on the NTE, were social science and major teaching field QPAs. Subjects who had been more successful as compared with those who had been less successful in courses normally taken in lower division college work, i.e., science, social science, and English, tended to complete the teacher preparation program more successfully as measured by overall QPA and scores on the NTE.
This study investigated aspects of metacognition and motivation that may distinguish the learning processes of adults in higher education from those of traditional-age students. Developmental changes in metacognitive and motivational variables and their relationship to course performance were examined for traditional-age (18-23 years) and nontraditional-age (24-64 years) male and female college students, who completed self-report measures of study skills, motivation, and memory ability. Older students reported more use of two higher level study strategies: generation of constructive information and hyperprocessing. Negative correlations, especially for male students, were found between reported use of several strategies and midterm course performance. Developmental changes in the efficiency of strategy use and the lack of a match between strategy use and the type of course assessment are discussed as possible explanations for these findings. Findings of the study suggest that educators in higher education will need to respond pedagogically to differences in the motivation and learning processes of nontraditional students.
This study compared the reliability and validity of the ten subtests of the Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) obtained from 99 college developmental studies students enrolled in an introductory reading course in a southeastern, urban, two‐year community college with the norming values obtained by Weinstein, Schulte, and Palmer (1987). The results indicated that nine of the ten subtest reliability coefficients approached, but did not equal those reported by Weinstein et al. (1987). One‐sample chi‐square analyses also revealed that developmental studies students in the present study scored better than expected on three of the subtests, scored no different than the national norms on four subtests and scored worse than the national norms on three subtests.
The effect of self-regulatory processes on test preparation and performance was examined. The author used a structured 1-to-1 interview to query 62 college students enrolled in the same psychology class about their self-regulatory processes. The author expected that (a) high test scorers would use more self-regulatory processes to enhance their test preparation and performance than would low test scorers; (b) self-regulation would positively affect test performance; and (c) self-regulatory skill, self-efficacy beliefs, and perceived instrumentality would predict subsequent test performance. All hypotheses were supported by the data. The results of this study are discussed from a sociocognitive perspective.
Rayner & Riding (1997) identified two complementary approaches to the study of individual differences in learning; process-based models include the notion of 'approaches to studying', whilst cognition-centred model encompass 'cognitive styles'. A number of authors have posited theoretical relationships between these two aspects of learning (for example: Curry, 1983; Riding, 1997). The present study sought to provide empirical elaboration for Curry's 'onion' model and Riding's 'cognitive control' model. It employed a questionnaire survey type approach and used the Cognitive Style Index (CSI) which is a measure of intuition-analysis style (Allinson & Hayes, 1996) and a short form of the Approaches to Studying Inventory (ASI) advocated by Gibbs et al. (1988) augmented by a collaborative scale suggested by the author. The hypothesised factor structure of Gibbs' short form of the ASI was not confirmed, however, the collaborative scale appeared reasonably robust and may warrant further development. A number of relationships were observed: females perceived themselves as being more analytical than males; analysts adopted a deeper approach than intuitives; intuitives had a stronger preference for collaborative approaches than analysts; and females were more achievement-oriented than males. The results are discussed with respect to the theoretical frameworks of Curry and of Riding and the practical implications for student learning in higher education.
The Approaches and Study Skills Inventory for Students (ASSIST) were administered to 573 under-graduate students in order to analyse a Norwegian version of this inventory. To cross-validate the factor structure, the subjects were divided into two equal samples. Principal axis factor analysis of sample 1 reproduced the three main factors of deep, surface and strategic approaches to learning. However, two of the subscales failed to load appropriately on the 'strategic approach'. When omitting these subscales, the principle of simple structure was better supported by the results. A subsequent CFA with comparison of samples 1 and 2 supported the existence of the expected three-factor model. It is concluded that this Norwegian version of ASSIST is valuable as a research tool for the assessment of approaches to learning among Norwegian students, but that caution should be taken with respect to the interpretation of particular subscales and possible sample effects.
Graduate students' predominant study skill strengths and weaknesses were examined, as well as the relationship between specific study skills and achievement in a research methodology course. Graduate students (N = 122) from various education disciplines who were enrolled in 3 sections of an educational research course at a southeast university were administered the Study Habits Inventory (Jones & Slate, 1992). Students responded appropriately to 57.8% of the statements measuring study skills. Although that proportion was significantly higher than that found for undergraduate students in previous studies, graduate students could benefit from study skills training. Study skill weaknesses were identified in the areas of note taking and reading skills. Regression and discriminant analyses led to the identification of specific study behaviors that discriminated higher and lower levels of course achievement. Implications for intervention programs are discussed.
This study analyzed the relationship between the academic achievement and information-processing habits of basic skills students in the university. Academic achievement was measured by grade-point average (GPA) and American College Testing Program Assessment (ACT) scores. Information-processing habits were determined by the Inventory of Learning Processes (ILP). There was no significant difference in the ILP profiles of high- and low-achieving basic skills students, whether they were grouped by ACT or GPA. Study Methods was the only scale that showed a significant correlation with academic achievement —namely, a negative correlation with ACT. A path analysis indicated that the effect of Study Methods on GPA is indirect, as mediated by ACT. Since ACT assesses prior achievement (i.e., high-school performance), it appears that learning style has an effect prior to college entrance. Basic skills students with low ACT scores tend to substitute conventional study methods for deep elaborative processing, but these students are low achievers in college, as indicated by their GPA. A multivariate analysis of variance showed no significant sex or ethnic differences in information-processing habits. Evidently, a low achiever is a low achiever regardless of sex or ethnicity.
This study was concerned with the degree of re lationship between academic achievement, as as sessed by college grade-point average, and infor mation-processing habits relevant to learning, as as sessed by the scales of the Inventory of Learning Processes (ILP). The ILP scales of Synthesis-Analy sis, Fact Retention, and Elaborative Processing were significantly related to GPA and scores on the American College Testing (ACT) Program Assess ment. Thus, the successful student seems to process information in depth and encode it elaboratively, while simultaneously retaining the details of the original information. Unexpectedly, the Study Methods scale demonstrated a small but significant negative relationship with ACT scores. A path analysis suggested that the effects which Fact Re tention and Elaborative Processing have upon GPA are mainly direct, while the effect of Synthesis- Analysis is mostly interpreted by ACT.