Identification of study habits and skills associated with the academic performance of Bachelor's degree Food Science and Technology students at the University of León (Spain)

Renes, Erica; Prieto, B.; López, Mercedes; Fresno, J.M.; González-Raurich, Montserrat; Tornadijo, M.E.; Prieto, María Teresa Llamazares; Álvarez‐Ordóñez, A.

doi:10.1111/1541-4329.12207

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…We included the 7-item Management of Environmental Conditions subscale of the Self-Regulation Strategy Inventory (Voils et al, 2019) that assessed the conditions under which the student studies, such as choosing a quiet place and making sure no one disturbs them. Twelve items were adapted from (Renes et al, 2020) to assess study strategies such as attending class regularly, taking notes in class, and studying daily. We added 3 items written for the study that concerned procrastination behaviors, such as working on projects the day before or pulling all-nighters to get work done.…”

Section: Methodsmentioning

confidence: 99%

Action-State Orientation as An Impediment to Engineering Student Success

Ferekides,

Jeong,

MuMcu

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Chris S. Ferekides received the Ph.D. degree in electrical engineering from the University of South Florida. He has been a faculty member in the Electrical Engineering Department since 1992. He is currently service as the department chair, and is the principal investigator of a NSF Funded RED Project that addresses the professional formation of electrical engineering students. His research is in the areas of electronic materials with a focus on photovoltaics. Gokhan Mumcu (Professor)Ismail Uysal (Assistant Professor) (University of South Florida)

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Section: Methodsmentioning

confidence: 99%

Action-State Orientation as An Impediment to Engineering Student Success

Ferekides,

Jeong,

MuMcu

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning

Xhomara

Baholli

2022

International Journal of Online Pedagogy and Course Design

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The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.

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Virtual Education and Medical Students’ Study Habits During the COVID-19 Pandemic: Differences and Commonalities

Safabakhsh,

Atashpanjeh,

Dehghan

et al. 2023

Zahedan J Res Med Sci

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Background: Considering the spread of the COVID-19 pandemic and increasing the use of virtual education potentialities to continue the education path in universities, educationalists examine different dimensions that influence the process of promoting virtual education. Objectives: This study aimed to investigate the study habits of the students of Zahedan University of Medical Sciences (ZAUMS) during virtual education experience in terms of their gender, faculties, study field, grade point averages (GPAs), native/non-native, academic semester, duration, and interest in virtual education in 2021. Methods: It was a descriptive-analytical, cross-sectional study in which 221 male (43.93%) and 282 female students (56.07%) participated. The data were collected using a questionnaire and analyzed by SPSS 20 software. Results: The independent t-test showed no statistically significant difference in students’ study habits regarding gender (P = 0.151). The ANOVA results also confirmed that there were not any significant differences in students' study habits concerning their faculties (P = 0.411) and study field (P = 0.687). Furthermore, there were significant differences in the scores of participants' study habits regarding lower/higher academic semesters (P = 0.049), virtual education duration (P = 0.025), GPAs (P = 0.039). and interest in virtual education (P = 0.005). However, the independent t-test indicated no significant difference in study habits regarding being native or non-native (in this article, by being native, we mean the students who live and grow up in Zahedan, and by non-native, we mean all other students who have come from other cities around the country, Iran, to fulfill their studies at ZAUMS) (P = 0.61). Conclusions: Considering the importance of study habits on academic performance and, ultimately, the efficiency of students in the future, it is suggested to conduct training courses on practicing the correct study methods and habits to improve the status quo.

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Identification of study habits and skills associated with the academic performance of Bachelor's degree Food Science and Technology students at the University of León (Spain)

Cited by 3 publications

References 27 publications

Action-State Orientation as An Impediment to Engineering Student Success

Action-State Orientation as An Impediment to Engineering Student Success

Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning

Virtual Education and Medical Students’ Study Habits During the COVID-19 Pandemic: Differences and Commonalities

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