Relation of Study Habits and Attitudes to Academic Performance

Abstract

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.

College Students' Study Time: Course Level, Time of Semester, and Grade Earned

“…This strategy may be inefficient if students study past spans of concentration. These findings are congruent with suggestions by Cappella, et al (1982) in an examination of college students' strategies of study. Perhaps important suggestions for students are that: (a) students earning good grades, i.e., As and Bs, study more often toward the end of the semester; (b) students earning good grades study for shorter periods of time later in the semester; and (c) as course difficulty increases, the effort to receive an A vs B increases disproportionally.…”

“…Students with higher grades were expected to report fewer study events in general, given their more efficient study strategies such as generally suggested (Cappella, et al, 1982;Zimmerman, et al, 1994). This hypothesis was not supported.…”

Academic achievement in first‐year Portuguese college students: The role of academic preparation and learning strategies

“…The variables associated with students' study skills and learning strategies seem to have a secondary role. Thus, in the hierarchical regression analysis it was confirmed that in spite of the fact that some variables (study activities organization, self-competency perceptions, and surface approach) assume, as in the literature (e.g., Bol et al, 1999;Capella et al, 1982;Gadzella et al, 1987;Kern et al, 1998;Robbins et al, 2004;Schultz & Lanehart, 1994), a certain capacity to predict academic achievement, in a first step of analysis these are excluded when the access mark is introduced (except in the female students from humanities, where the surface approach dimension was maintained as a significant variablealthough its predictive value is substantially inferior to the access mark). This situation could be due to the composition of the access mark on which entrance to higher education in Portugal is based.…”

“…Study skills and learning approaches include, for example, time management, using information resources, taking class notes, communicating with teachers, preparing for and taking examinations, and several other learning strategies. The research shows a significant correlation between such learning behaviour and approaches and academic achievement in higher education (e.g., Bol, Warkentin, Nunnery, & O'Connell, 1999; Capella, Wagner, & Kusmierz, 1982; Gadzella, Ginther, & Williamson, 1987; Kern, Fagley, & Miller, 1998; Robbins et al, 2004; Schultz & Lanehart, 1994). Capella et al, for example, obtained a correlation of .46 between a measure of study habits and attitudes and higher education academic achievement.…”

Test of Reactions and Adaptation in College (TRAC): A new measure of learning propensity for college students.

“…Some studies of the relationships among study behaviors, beliefs related to school, evaluative anxiety and success in college have tested certain hypotheses related to the clinical model presented here and applied to the learning context in college (Blouin, 1985, 1986; Cappella, Wagner, & Kusmierz, 1982; DeBoer, 1983; Houston, 1987; Nixon & Frost, 1990). DeBoer (1983) showed that students who believe in the importance of effort in their academic success (belief component) have more positive affective reactions to their performances (emotional component) and expect to have more success in the future (another belief component).…”