Influence of Study Habits on Academic Performance of International College Students in Shanghai

Abstract

The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

Mathematics Performance of Students in a Philippine State University

“…For study habits, this includes delay avoidance and work methods. The study attitude, on the other hand, is broken down into teacher approval and education acceptance (Cerna & Pavliushchenko, 2015;Mendezabal, 2013).…”

“…It measures traits, which play an essential role in academic success. The test has four primary subscales, as defined by Cerna and Pavliushchenko (2015) and Mendezabal (2013). The subscale on Delay Avoidance is defined as the students' promptness in completing academic assignments, lack of procrastination, and freedom from wasteful delay and distraction.…”

“…Kaushar (2013) notes that most students nowadays are spending less time studying, a large portion of them does not pursue any calendar, and they do not know with the time the executives' idea. Then again, contemplate propensities appear to be a vital determinant of scholastic execution (Cerna & Pavliushchenko, 2015). Bashir and Mattoo (2012) uncovered a profoundly critical connection among different factors of study propensities and scholastic execution.…”

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)

“…Study habits have been defined as the external factors that facilitate the study process, including planning of work, reading, or note taking (Karnataka, 2009), whereas study skills can be described as the student's knowledge of appropriate study strategies to meet the demand of academic tasks (Gettinger & Seibert, 2002). Cerna and Pavliushchenko (2015) stated that despite the importance of these factors on the academic performance, education institutions still pay little attention to understanding them. In this context, the reality is that students can have difficulties during their university studies, not because of the lack of ability to deal with them, but due to the fact that they do not use effective approaches for studying (Tejedor Tejedor & García‐Valcárcel, 2007).…”

Study Habits Profile of First Year College Students of the University of Bohol

“…Al Shawwa, Abulaban, Abulaban, Merdad, Baghlaf, Algethami, & Balkhoyor (2015) show that students with high GPA knowingly find studying enjoyable and a noteworthy motivational factor. Cerna, & Pavliushchenko, (2015) observe that class attendance, regularly passing assignment on time, asking feedback about assignments and ability to take notes in class are characteristics of high performing students. Hassanbeigi, Askari, Nakhjavani, Shirkhoda, Barzegar, Mozayyan, & Fallahzadeh (2011) found that university students with high-grade point averages (GPAs) demonstrate the following: time management, concentration and memory, study aids and note-taking, test strategies, organizing and processing, motivation and attitude, reading and selecting idea skills.…”