Academic Opportunities of Study Habits in College Students: An Instrumental Study
DOI:
https://doi.org/10.37467/revhuman.v21.5042Keywords:
Study habits, Planning, Organization, Metacognitive strategies learningAbstract
The evaluation of study habits as determinant factors in academic performance is a concern for educational agents because they determine the academic opportunities of students. However, a problem encountered is the accessibility of valid and reliable instruments to evaluate study habits from the students' point of view. In this sense, this paper analyzes the internal structure, reliability, and rating of the study habits perception questionnaire. The results and the practical contribution to the educational community in guiding intervention to improve students' academic opportunities are discussed.
References
Arrieta-Reales, N., & Arnedo-Franco, G. (2020). Sleep-inhibiting substances, study habits and academic performance in medical and nursing students from universities in the city of Barranquilla, Colombia. Educación Médica, 21(5), 306-312. https://doi.org/10.1016/j.edumed.2018.10.009.
Ato, M., López-García, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Annals of Psychology, 29(3). https://doi.org/10.6018/analesps.29.3.178511.
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. https://doi.org/10.1016/j.lindif.2010.10.002.
Bray, J. H., Maxwell, S. E., & Schmeck, R. R. (1980). A Psychometric Investigation of the Survey of Study Habits and Attitudes. Applied Psychological Measurement, 4(2), 195-201. https://doi.org/10.1177/014662168000400206.
Bulent, A., Hakan, K., & Aydin, B. (2015). An Analysis of Undergraduates' Study Skills. Procedia - Social and Behavioral Sciences, 197, 1355-1362. https://doi.org/10.1016/j.sbspro.2015.07.389
Catalano, A. (2017). Development and Validation of the Metacognitive Strategies for Library Research Skills Scale (MS-LRSS). The Journal of Academic Librarianship, 43(3), 178-183. https://doi.org/10.1016/j.acalib.2017.02.017
Córdoba, L. G., Luengo, L. M., & García, V. (2014). Analysis of knowledge about healthy breakfast and its relationship with lifestyle habits and academic performance in compulsory secondary education. Endocrinology and Nutrition, 61(5), 242-251. https://doi.org/10.1016/j.endonu.2013.11.006
De la Fuente, J., & Cardelle-Elawar, M. (2009). Research on action-emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students. Learning and Individual Differences, 19(4), 567-576. https://doi.org/10.1016/j.lindif.2009.07.009
Fingers, S. G., & Fouskakis, D. (2021). Dataset and validation of the approaches to study skills inventory for students. Scientific Data, 8(1), 158. https://doi.org/10.1038/s41597-021-00943-6.
Figueroa-Quiñones, J., Pomahuacre Carhuayal, J. W., Chávez, Y., Gómez, H., Portocarrero, R., Gamero-Vega, G., Calderón-Giraldo, A., López, E., Castro, M., & Bazo-Alvarez, J. C. (2019). Psychometric properties of the CASM-85 Study Habits Inventory: a multicenter study with Peruvian high school students. Liberabit: Peruvian Journal of Psychology, 25(2), 139-158. https://doi.org/10.24265/liberabit.2019.v25n2.02.
Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M. R., & Fallahzadeh, H. (2011). The relationship between study skills and academic performance of university students. Procedia - Social and Behavioral Sciences, 30, 1416-1424. https://doi.org/10.1016/j.sbspro.2011.10.276.
Howard, V. (2021). Undergraduate mental health nursing students' reflections in gaining understanding and skills in the critical appraisal of research papers - An exploration of barriers and enablers. Nurse Education in Practice, 55, 103143. https://doi.org/10.1016/j.nepr.2021.103143
Hsieh, M. (2023). The Relationships Between Home-Based Parental Involvement, Study Habits and Academic Achievement among Adolescents. The Journal of Early Adolescence, 43(2), 194-215. https://doi.org/10.1177/02724316221101527
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hutchinson, S. R., & Olmos, A. (1998). Behavior of descriptive fit indexes in confirmatory factor analysis using ordered categorical data. Structural Equation Modeling: A Multidisciplinary Journal, 5(4), 344-364. https://doi.org/10.1080/10705519809540111
Iglesias-García, M. T., Gutiérrez-Fernández, N., Loew, S. J., & Rodríguez-Pérez, C. (2016). Study habits and techniques in adolescents with attention deficit disorder with or without hyperactivity. European Journal of Education and Psychology, 9(1), 29-37. https://doi.org/10.1016/j.ejeps.2015.07.002.
Kaner, S., & Kesiktas, A. D. (2008). The Psychometric Properties of the Parent, Teacher and Student Versions of the Study Skills Scale. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 41(2), 293-321. https://doi.org/10.1501/Egifak_0000001132
Madrid, E. M., Angulo, J. A., Fernández, M. T., & Olivares, K. M. (2017). Psychometric properties of an instrument on perception of study habits. In Technology and learning: advances in Hispanic academia. https://bit.ly/3H6RBa9.
Mardini, G. H., & Mah'd, O. A. (2022). Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence. Journal of Accounting Education, 61, 100814. https://doi.org/10.1016/j.jaccedu.2022.100814
Moreira, P. A. S., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement - Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125. https://doi.org/10.1016/j.lindif.2012.10.016.
Quilez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021). Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study. Studies in Educational Evaluation, 70, 101020. https://doi.org/10.1016/j.stueduc.2021.101020
Saban, A. İ. (2013). A study of the validity and reliability study of the homework purpose scale: A psychometric evaluation. Measurement, 46(10), 4306-4312. https://doi.org/10.1016/j.measurement.2013.08.027
Smeds, M. R., Thrush, C. R., McDaniel, F. K., Gill, R., Kimbrough, M. K., Shames, B. D., Sussman, J. J., Galante, J. M., Wittgen, C. M., Ansari, P., Allen, S. R., Nussbaum, M. S., Hess, D. T., Knight, D. C., & Bentley, F. R. (2017). Relationships between study habits, burnout, and general surgery resident performance on the American Board of Surgery In-Training Examination. Journal of Surgical Research, 217, 217-225. https://doi.org/10.1016/j.jss.2017.05.034.
Sun, J. (2005). Assessing Goodness of Fit in Confirmatory Factor Analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240-256. https://doi.org/10.1080/07481756.2005.11909764.
Talero-Gutiérrez, C., Sánchez-Torres, J. M., & Velez-van-Meerbeke, A. (2015). Learning skills and academic performance in children and adolescents with absence epilepsy. Neurology (English Edition), 30(2), 71-76. https://doi.org/10.1016/j.nrleng.2013.10.021.
Tarchi, C., Brante, E. W., Jokar, M., & Manzari, E. (2022). Pre-service teachers' conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? Teaching and Teacher Education, 113, 103669. https://doi.org/10.1016/j.tate.2022.103669
Trung, T., Hoang, A.-D., Nguyen, T. T., Dinh, V.-H., Nguyen, Y.-C., & Pham, H.-H. (2020). Dataset of Vietnamese student's learning habits during COVID-19. Data in Brief, 30, 105682. https://doi.org/10.1016/j.dib.2020.105682.
Vicuña, L. (1998). Study habits inventory. CASM- 85, Revision-98. . https://bit.ly/3hTiKDo
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org