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Open Science Repository Education

doi: 10.7392/Education.70081928

Study Habits and Attitudes: The Road to Academic Success 

Marie Jean N. Mendezabal

Faculty, School of Engineering, Architecture, and Fine Arts,  University of Saint Louis,  Tuguegarao City, Cagayan

This study aimed to investigate the relationship of students’ study habits and attitudes and their performance in licensure examinations. The participants were graduates in school year 2009-2010 from the different programs of the University which require licensure examination. The study habits and attitudes of the participants were assessed by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman (1967) during their final year in the University and their performance (overall rating) in the different licensure examinations was generated from the records of the Philippine Professional Regulation Commission. Results of the study showed that the participants do not have favorable study habits and attitudes. Among the noted unfavorable study habits were inefficient time management, lack of planning and concentration in their studies, poor skills in reading, ineffective test taking techniques, and failure to inform their teachers of their difficulties with school work and ask for their help. The participants also demonstrated unfavorable attitudes toward teachers’ classroom behavior and methods. It was further revealed that their performance in licensure examinations was quite low. Significant relationship between study habits and attitudes and performance in licensure examination were clearly shown in this study. Further analysis revealed that study habits (work methods and time management) of the participants were correlated with their success in licensure examination while study attitudes (i.e. attitudes toward teachers and educational acceptance) were not significantly related to success in licensure examination. This connotes that students who have favorable study habits will likely pass the licensure examination.

Keywords: study habits, study attitudes, academic performance.

Citation:  Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to Academic Success. Open Science Repository Education , Online(open-access), e70081928. doi:10.7392/Education.70081928

Received:  January 21, 2013

Published: February 15, 2013

Copyright: © 2013   Mendezabal, M. J. N .  Creative Commons Attribution 3.0 Unported License.

Contact: [email protected]

Introduction

Student’s academic performance occupies a very important place in education as well as in the learning process. It is considered as a key criterion to judge one’s total potentialities and capacities (Nuthana & Yenagi, 2009) which are frequently measured by the examination results. It is used to pass judgment on the quality of education offered by academic institutions. In fact, it is still the most topical debate in higher learning institutions that caused great concern to educators and researchers due to the alarming examination performance of students.

In the report of the Professional Regulation Commission (PRC) on performance of graduates in the different licensure and board examinations, data show that performance of graduates has been declining in the last ten years. The overall passing rates are quite low (around 36% on the average). In the 2010 professional licensure examinations given by the PRC, almost 70 percent of college graduates in the country failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and technical school graduates passed their respective professional eligibility examinations as per PRC records. These statistics were based on the results of licensure examinations for 45 groups of professionals.  Among the lowest number of passing rates were posted by: elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronics engineers (23.5 percent); and registered electrical engineers (31.9 percent) ( Philippine Education_Sector Assessment Project , 2011). What explains these performance discrepancies? Multiple reports indicate that academic success cannot be predicted by a single variable. It is dependent upon many factors; both cognitive and non-cognitive.

Numerous studies have been carried out which focused on cognitive factors as predictors of academic success. Recently, there has been a growing interest on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and  Yu, 2011)  on academic achievement. Some argued that these factors have strong relationship with academic performance of students while others concluded that it was the combination of the different factors that could explain students’ academic performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill and study motivation, among other attitudinal constructs, accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that, for good academic success, good study habits and attitudes are important. Hence, it is imperative and desirable that a probe into the pattern of study habits and attitudes of students be made. 

Statement of the problem/research questions

This study has its primary objective to assess the study habits and attitudes of the students and their relationship to performance outcomes in licensure examinations. Specifically, the study was organized around the following questions:

• What are the study habits and attitudes of the students?
• How did the students perform in the licensure examinations?
• Are students’ study habits and attitudes correlated with board examination performance?

Significance of the study

A number of studies pointed out that study habits and attitudes are important in academic success. Hence, it is important and desirable that a probe into the pattern of study habits and attitudes of the students and its relationship with licensure examination performance be made.

Outcomes of this study may form the basis for future intervention programs which aim at improving students’ study habits and attitudes that will eventually improve their performance outcomes in licensure examinations, which is an indicator of quality education in higher institutions of learning.

Literature review

This section discusses the factors that are well known to influence students’ academic achievement. 

Theoretical framework 

This study was based on Martin Ford’s Motivational Systems Theory (MST). This framework focuses on the individual as the unit of analysis, but embeds the individual in the biological, social, and environmental contexts that are crucial to development. Ford proposed a simple mathematical formula that attempts to represent all these factors in one model. The formula for effective person-in-context functioning is: 

Achievement = (Motivation x Skill) x Responsive Environment

The formula proposes that actual “achievement and competence are the results of a motivated, skillful, and biologically capable person interacting with a responsive environment” (Ford, 1992). 

Similar formula was used by Pinder (1984) and others (cited in Nonis & Hudson, 2006) to demonstrate performance as a multiplicative function of both ability and motivation.

Performance = Ability x Motivation 

The above formula indicates that a student with very high ability but low motivation is unlikely to perform well, whereas a student with low ability but high motivation is likely to perform well. That is, the variability in motivation across students may dampen associations between ability and performance. In the same vein, one can argue that it is simply the study habits and attitudes that ultimately bring about the desired performance and not students’ inner desires or motivations. Therefore, similar to how motivation interacts with ability to influence academic performance, one can infer that study habits and attitudes interact with ability to influence student performance in board examination.

Board Exam Performance = Ability x (Study Habits and Attitudes)

Students academic performance

Academic performance of students has been the subject of intensive research over the past years. It has become an issue of standards and quality in education as judged from the performance of students in national licensure and board examinations. However, various reports have documented the poor examination performance of students. For example the report of the PRC on performance of graduates in the different licensure and board examinations which has been declining in the last ten years. The overall passing rates are quite low (around 36% on the average). In the 2010 professional licensure examinations given by the PRC, almost 70 percent of college graduates in the country failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and technical school graduates passed their respective professional eligibility examinations, as per PRC records. This statistics were based on the results of licensure examinations for 45 groups of professionals. Among the lowest number of passing rates were posted by: elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronic engineers (23.5 percent); and registered electrical engineers (31.9 percent) ( Philippine Education Sector Assessment Project , 2011).  Other report provided data about education standard; indicating that deterioration had occurred in all fields of education in the society.

The low performance of students in licensure examinations has important ramifications to educators, schools and the educational system in general. Hence, there is a need to look into the factors that contribute to the academic performance of students.

Study habits and attitudes of students

Many studies have analyzed the factors behind the performance of students. Earlier studies have been carried out which focused on cognitive factors as predictors of academic success. Recently, there has been a growing interest on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and  Yu, 2011)  on academic achievement. Some argued that these factors have strong relationship with academic performance of students, while others concluded that it was the combination of the different factors that could explain students’ academic performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill and study motivation, among other attitudinal constructs, accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that for good academic success, good study habits and attitudes are important. 

Study habit is the pattern of behavior adopted by students in the pursuit of their studies that serves as the vehicle of learning. It is the degree to which the student engages in regular acts of studying that are characterized by appropriate studying routines (e.g. reviews of material, frequency of studying sessions, etc.) occurring in an environment that is conducive to studying. Study attitudes, on the other hand, refers to a student’s positive attitude toward the specific act of studying and the student’s acceptance and approval of the broader goals of college education (Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education.

A review of literature highlighted the importance of students study habits and attitudes in their academic performance. According to Menzel, cited by Rana and Kausar (2011), many students fail not because they lack ability but because they do not have adequate study skills. Students who have difficulty in college frequently do not have adequate study habits that affect their academic achievement. A central problem noted was that many of these students had not learned how to take effective notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by Nagaraju (2004) found that students usually do not devote sufficient time to their studies and seldom have proper study habits. 

Efficient study habits are associated with a favorable attitude toward learning in general. As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are positively related to academic performance. An important aspect of a student’s attitude toward education is the value he sees in what he has to learn. In the study of Sarwar et. al (2010), it was discovered that a significant relationship between student attitudes and academic performance exists. Another research found discrepancy between the study attitudes of high and low-achieving students. High-achieving students had a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low-achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances. The high-achieving students found tertiary work an interesting challenge, accepted the restrictions and conformed to the demands made upon them more readily, while the low achievers appeared to lack high-level motivation. The more successful group was also found to be more realistic and discriminating in their assessment of those situations which were highly relevant to scholastic achievement, such as discipline and work priorities, and they were better organized in both their work and leisure activities.

In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. For instance, as compared to low achievers, the high achievers more often say that their teachers are competent, impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among the SHSA factors examined, student perception of teacher effectiveness influence accounting performance. 

Study habits and attitudes in relation to academic performance

A substantial amount of research has examined the role of students’ study habits and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012) which examined the usefulness of imbibing in the students study habit, as a means of enhancing their academic performance, revealed a high correlation between study habits and students academic performance. This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon. 

Similarly, Nuthana and Yenagi (2009) found significant correlation between study habits and academic achievement. It further revealed that reading and note-taking habits, habits of concentration, and preparation for examination had significant correlation with academic achievement. The authors pointed out that students who are better in reading and note-taking, well prepared for the board examination and have concentration may have better academic achievement. An association between study skills and academic performance also has been found to prevail among undergraduate students. The study of Fazal (2012) identified various study skills used by learners and ascertain which study skills is more related to academic achievement. Results of the study indicate significant relationship of time-management skills, reading and note-taking skills with academic achievement. Students with higher academic achievement used a wide range of study skills as compared to students with lower academic achievement.

Another study was conducted using a Q factor analysis to understand the study behavior and habits of undergraduate students. The Q factor analysis was used to classify students as either proactive learners with well-organized study behavior or disorganized procrastinators based on their self-reported study behavior. Findings of the study showed a significant difference in the academic performance of the two groups of students. Student type was found to be a significant predictor of academic achievement beyond and above students’ attribute variables (Yang, 2011).

Nonis and Hudson (2010) also conducted a study on performance of college students-impact of study time and study habits in which they found that some study habits had a positive direct relationship on student performance but others had a negative direct relationship. 

Hassanbeigi et al. (2011), in their study of the relationship between various study skills and academic performance of university students, noted that the study skills scores of students with GPA of 15 and above (out of 20) were statistically higher than those students with GPA of less than 15 in all of the seven skills (time management and procrastination, concentration and memory, study aids and note-taking, test strategies and test anxiety, organizing and processing information, motivation and attitude, and reading and selecting the main idea). 

Because of the importance of study habits and attitudes on academic performance, some researchers have proposed strategies that will help students develop effective study habits and attitudes. For example, the study of Demir et al. (2012), which examined the effect of development of efficient studying skills curriculum on academic achievements and studying skills of learners, found that students can acquire efficient studying skills by means of curriculum for developing efficient studying skills. The students were able to organize the study environment and use specific methods effectively, such as efficient reading, listening lectures, note-taking, efficient writing and doing homework. It further revealed that those students where the curriculum was implemented have increased academic achievement as compared to the group of students on which the curriculum was not implemented. Mutsotso and Abenga (2010) also propose a paradigm shift in study methods and suggest strategies for both lecturers and the students in universities towards improved learning and performance. It is based on the “distributed learning approach” that adequately cater for individual differences that exist among the students. The model will address the study space needs and the efficiency and effectiveness of study methods.

To sum up, the literatures cited point to the importance of study habits and attitudes to academic performance or success of students.

Figure 1: Research paradigm

The figure shows how the variables of the study are related. The study habits and attitudes of the students could influence their performance outcomes in licensure examinations.

A descriptive correlational research design was used for this study to examine the relationship of students’ study habits and attitudes to their performance in the licensure examinations.

The respondents were graduates in school year 2009-2010 from the different programs of the University which require licensure examination. A total of 239 students comprised of 127 males and 112 females participated in the study. Table 1 shows the distribution of the respondents.

Table 1: Distribution of the respondents

The study habits and attitudes of the respondents were assessed by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman (1969) during their final year in the University. The SSHA consists of 100 items divided equally into four (4) subscales named as ‘work methods (WM)’, ‘delay avoidance (DA)’, ‘teacher approval (TA)’ and ‘educational acceptance (EA)’.  The subscales are used to formulate two subtotals; summation of scores obtained from WM and DA forms a score for ‘Study Habits (SH)’ and the total score obtained from the summation of TA and EA yield a ‘study attitudes (SA)’ score. The Study Habits measure student's time management ability and work methods whereas Study Attitudes measure student’s opinions about teacher’s classroom management and behavior and his/her acceptance of education.

The performance rating of the graduates was generated from the data released by the PRC. It is the overall rating obtained by the graduates in the licensure examinations.

Descriptive statistics (means, standard deviations, and percentile ranks) were used to describe the study habits and attitudes of the students and their performance in licensure examinations. Moreover, relationship of study habits and attitudes with performance in licensure examination was examined by the use of Pearson correlation coefficient. 

Table 2: Study habits and attitudes score of the respondents

Analysis of the scores obtained from the SSHA revealed that the respondents do not have very effective approaches in studying.  As reflected in the table, the respondents score in the 50-60 th percentile on Study Habits which means they scored at average level. This result suggests that the respondents’ use of study skills is not efficient and effective. Among the noted unfavorable study habits of the students were inefficient time management, lack of planning and concentration in their studies, poor skills in reading, ineffective test-taking techniques, and failure to inform their teachers of their difficulties with school work and ask for their help.

Similarly, the respondents recorded Study Attitudes in the 35-45 th percentile which is interpreted as average low. The result indicates that the respondents do not have favorable attitudes toward the teacher classroom behavior and practices. Moreover, the respondents certainly do not approve educational objectives, practices and requirements. 

Figure 2: Study habits and attitude score of respondents from the different programs

Figure 2 reveals the study habits and attitudes score of the respondents from the different programs.  

The Education (Secondary) and Nursing graduates obtained the highest scores on Study Habits which is interpreted as average high. This result suggests that graduates of these programs exert more effort in their study skills and have efficient time management as compared to graduates of the other programs.

In terms of study attitudes, the Nursing, Civil Engineering and the Geodetic Engineering graduates recorded the highest mean scores. However, these scores are still categorized as average low. The result clearly shows that graduates perceptions of teacher’s classroom behavior and methods are not favorable and their acceptance of educational objectives and practices are not desirable.

Figure 3: Performance rating in licensure examinations

Figure 3 shows the performance rating of graduates in the different licensure examinations.  It is observed from the figure that the graduates did not perform very well in the licensure examination. The overall mean performance rating is quite low (75.3%). The Accountancy graduates obtained the highest rating which means they have higher cognitive ability. However, in terms of the passing rate for first takers, it was the Nursing graduates who achieved the highest percentage.

Table 3: Correlation between SSHA score and performance rating in licensure examination 

It is apparent from the table that study habits and attitude scores of the respondents are significantly related to their performance rating in the licensure examination. This means that the study habits and attitudes of the respondents may contribute to their performance rating in the licensure examination. However, it is not sufficient to conclude that those who have effective study habits and attitudes have higher ratings in the licensure exam. As revealed in this study, mental capability of students still accounts for their performance in the licensure examination. Further analysis using stepwise linear regression revealed that students work methods could predict their performance in licensure and board examinations.

Table 4: SSHA vis-à-vis success in licensure examinations

It is revealed in table 4 that study habits of graduates had significant correlation with their success in licensure examination, while study attitudes (i.e. attitudes toward teachers and educational acceptance) were not significantly related to success in licensure examination. This connotes that graduates who have favorable study habits will likely pass the licensure examination.

Discussions

Results of the study showed that the students did not possess a favorable study habits and attitudes. Based from their responses, it was revealed that the students do not have efficient time management, they lack planning and concentration in their studies, they have poor skills in reading, ineffective test-taking techniques and failure to inform their teachers of their difficulties with school work and ask for their help. Similar results were identified by Nouhi et al. (2008) as students’ weakness in study. The findings were also noted in the study of Aquino (2011) and Nagaragu (2004). It was suggested in a literature review by Sarwar et al. (2009) that student should draw up a time table for study which enables the learner to organize his study effectively. Furthermore, positive study attitudes which are a driving force behind study habits should be adopted by the student in order to succeed.

Another revelation from this study was the overall performance of the students in the licensure examinations, which is at average level.  This situation is prevailing in many institutions of higher learning where few students perform excellently. It was evident in the report of the PRC that performance of graduates in the different licensure and board examinations has been declining. The overall passing rates were quite low. This was also supported by other research about education standard, indicating that deterioration had occurred in all branches of education in the society.

The study further revealed significant relationships between students study habits and attitudes and their performance outcomes in the licensure examinations. This result was consistent with the findings of earlier studies (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Awang & Sinnadurai, 2011; Khurshid, F. et al., 2012; Osa-Edoh and Alutu, 2012; Nonis and Hudson, 2010), which reported significant correlation between study habits and academic achievement, contrary to the findings of Nouhi et al. (2008) and Boehler et al. (2001). In the present study, the unfavorable study habits and attitudes of the students may have contributed to their low performance in the licensure examinations. As stated in literature cited by Rana and Kausar (2011), many students fail not because they lack ability but because they do not have adequate study skills. Students who have difficulty in college frequently do not have adequate study habits that affect their academic achievement. A central problem noted was that many of these students had not learned how to take effective notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Furthermore, a study by Nagaraju (2004) found that students usually do not devote sufficient time to their studies and seldom have proper study habits.

In studies comparing the study habits and attitudes of high and low-achieving students, data indicated that high achievers have better study habits and attitudes than the low achievers (Hassanbeigi et al., 2011; Sarwar et al., 2009). This was confirmed in the present study. Students who acquired higher study habits and attitudes scores have better performance in the licensure examination. According to Fazal (2012), students with higher academic achievement used a wide range of study skills as compared to students with lower academic achievement.  A detailed analysis of some of the study skills that successful students possess were work-knowledge, note-taking ability, and linguistic intelligence. The study of Nuthana and Yenagi (2009) further revealed that students who are better in reading and note-taking, well prepared for the board examination and have concentration may have better academic achievement. 

Meanwhile, a research which investigated the relationship between student attitudes and examination performance found significant relationship (Sarwar et. al., 2010). Similar result was found in the present study. The unfavorable attitudes of students toward teacher’s classroom management and behavior and their acceptance of education could have influenced their low performance in licensure examinations. As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are positively related to academic performance. This was supported by the study of Yu (2010) that, of all the study skills examined, students’ perception of teacher effectiveness influenced students’ academic performance. A discrepancy in study attitudes between high and low-achieving students was also noted in other researches. High-achieving students had a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low-achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances. The high-achieving students found tertiary work an interesting challenge, accepted the restrictions and conformed to the demands made upon them more readily, while the low achievers appeared to lack high-level motivation. The more successful group was also found to be more realistic and discriminating in their assessment of those situations which were highly relevant to scholastic achievement, such as discipline and work priorities, and they were better organized in both their work and leisure activities (cited by Otto, 1978). In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. The high achievers often say that teachers are competent, impartial and interested in their duties (Sarwar et al., 2009). 

Conclusion and implication

The belief that academic success required not only high cognitive ability but also sound study habits and attitudes (SHAs) was confirmed in the present study. A significant correlation between students’ study habits and attitudes and their performance in licensure examinations was clearly shown in the present study. Thus, to enhance the quality of education, there is a need to improve the study habits and attitudes of the students. This could be done through provision of developmental programs that will help students build efficient and effective study habits and positive attitudes towards learning, in an early stage of their studies. Engaging students in educationally purposeful activities that will result in high levels of learning and personal development for all students is likewise suggested.

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Cite this paper

Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to Academic Success. Open Science Repository Education , Online(open-access), e70081928. doi:10.7392/Education.70081928

Mendezabal, Marie Jean N. “Study Habits and Attitudes: The Road to Academic Success.” Open Science Repository Education Online.open-access (2013): e70081928. Web. 15 Feb. 2013.

Mendezabal, Marie Jean N. “Study Habits and Attitudes: The Road to Academic Success.” Open Science Repository Education Online, no. open-access (February 15, 2013): e70081928. http://www.open-science-repository.com/study-habits-and-attitudes-the-road-to-academic-success.html.

Mendezabal, M.J.N., 2013. Study Habits and Attitudes: The Road to Academic Success. Open Science Repository Education , Online(open-access), p.e70081928. Available at: http://www.open-science-repository.com/study-habits-and-attitudes-the-road-to-academic-success.html.

1. M. J. N. Mendezabal, Study Habits and Attitudes: The Road to Academic Success, Open Science Repository Education Online , e70081928 (2013).

1. Mendezabal, M. J. N. Study Habits and Attitudes: The Road to Academic Success. Open Science Repository Education Online , e70081928 (2013).

Research registered in the DOI resolution system as:   10.7392/Education.70081928 .

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11 Good Study Habits to Develop

Good study habits include finding a quiet location to study, taking breaks, settings goals, and taking practice tests. Here's the full list, and the psychological reasons why they work.

Studying can be hard. The good news is that anybody can develop good study habits to make studying more effective, efficient, and enjoyable.

Want to develop good study habits? Start small—don’t expect to do everything in this list, at least not right away; pick one or two instead. It’s also important to set realistic and achievable goals for yourself. 

Good study habits to develop

Here are 11 tips to improve your study habits:

Find a good place to study.

Minimize distractions.

Take breaks.

Space out your studying.

Set study goals for each session.

Reward yourself.

Study with a group.

Take practice tests.

Use your own words.

Ask for help.

Take care of yourself.

Let's take a closer look at how you can implement each of these habits.

1. Find a good place to study.

Finding a good location to study is one of the most important elements of studying well. Look for a quiet place with minimal distractions—someplace where you’ll be able to focus, and won’t be interrupted by loud sounds or people who constantly want your attention.

A school or public library, a coffee shop, or a quiet corner of your house can all be good places to start. 

Should I stick to one place to study?

Not necessarily. Some studies show that occasionally changing where you study can help retain information. This is because studying the same material in different locations helps your brain create multiple associations with that material, making it easier for you to remember it [ 1 ]. It can be beneficial to find three or four places you like to study and switch locations when you’re feeling stuck or need a change of pace. That said, everybody is different. Find what works best for you.

2. Minimize distractions.

Picking a good location to study can be the first step in keeping yourself focused on your work. But there are many types of distractions that can reach you no matter where you choose to work. Here are some tips on minimizing these distractions:

Turn off your wifi: If you’re working on a computer and you don’t need your wifi, try turning it off. This can keep you from inadvertently wandering into the distracting parts of the internet.

Be mindful of your phone: It’s no secret that our smartphones can be hugely distracting. Turning off your notifications, keeping your phone out of sight in your bag, or giving it to a friend to keep you from checking it too often can help you stay focused. You might also try a focus app, like Forest or Focus To-Do , that can block distracting apps and set timers for study sessions.

Study with a friend: Sometimes studying with a friend or two, whether or not you’re working on the same material, can help keep you accountable and focused. Make sure you each are on the same page about studying and keeping one another distraction-free, at least until it’s time to take a break.

Should I listen to music while I study?

Listening to music while you study has some benefits; it can boost your mood and calm anxiety or stress. But studies show that reading comprehension tends to fall when the music is too loud, fast-paced, or contains lyrics [ 2 ]. Stick with calming, wordless songs while studying, and save the upbeat numbers for breaks.

3. Take breaks.

Taking intentional breaks has been linked to better retention, increased attention, and boosts in energy. Research shows that working for around 50 minutes, then giving yourself a 15- to 20-minute break, can lead to optimum productivity [ 3 ]. Here are a few ways you can give yourself a break:

Take a short walk

Listen to a mood-boosting song

Relax with a friend

Zone out and daydream

Have a snack

Take a shower

Clean your desk or room

Not all breaks are created equal. Checking your phone or social media as a study break has actually been linked to a decrease in performance [ 4 ]. 

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4. Space out your studying.

Cramming can still help you get a good grade on a test, but studies show that you’re much more likely to forget that information as soon as the test is over. Really holding onto the material you learned (and making exam seasons less stressful) requires consistent and well-spaced study sessions.

Instead of saving your studying for before a test, briefly review material you learned once a week. If you are studying for an exam, space out your studying up to several weeks (or even months, depending on the test) leading up to the exam day. This can help you retain the information long term. 

5. Set study goals for each session.

Set study goals for each session of studying you have. These can be time-based or content-based. For example, you might aim to study for two hours, or review three chapters of your textbook—or both.

Don’t be too harsh on yourself if you didn’t get through as much as you had planned; sometimes studying can take longer than expected. Keep taking well-spaced breaks, and schedule another study session.

6. Reward yourself.

Rewarding yourself with treats—“bribing” yourself—has been linked to better self-control, and can be helpful in forming good habits [ 5 ]. Telling yourself you’ll get a small reward if you finish the section you wanted to get through, or perhaps a larger reward if you have a productive day of studying, can be good motivation to get to your goal. 

Small rewards can be a candy bar, a hot drink from your favorite coffee shop, a quick game of your choice, or a short episode of a TV show. Bigger rewards for a long day of studying or getting done with an exam can include getting your favorite meal, spending some time relaxing with friends, or making time for your favorite activity. 

7. Study with a group.

There are several benefits to forming a study group. Group members can help one another work through difficult problems, provide encouragement, hold each other accountable to studying goals, provide different perspectives, and make studying more enjoyable. Even explaining difficult concepts to others can help with comprehension and retention. 

If you have a group study session, set a goal the group will work towards and take periodic breaks as you would studying by yourself.

8. Take practice tests.

Tests and practice tests have been long seen as useful tools to help students learn and retain information. Besides revealing gaps in knowledge and reducing exam anxiety, being tested makes us retrieve information from memory—a powerful, study-backed way of holding onto information we’ve learned [ 6 ].

Don’t have a practice exam? There are several ways you can “test” yourself and gain the same benefits. Try the following methods:

Create flashcards

Write your own questions

Search for practice questions online

Have a friend quiz you

9. Use your own words.

Expressing an idea in your own words increases your understanding of a subject and helps your brain hang on to information. After you read a section of text, summarize important points by paraphrasing. 

10. Ask for help.

You might find yourself stuck on a problem or unable to understand the explanation in a textbook. Somebody who is able to walk through the issue with you might provide the fresh explanation you need. Approach your teacher or professor, teaching assistant, friend, or study group member for new ways to understand what you’re stuck on. Feel like you can benefit from being coached through a subject? Consider looking for a tutor.

And don’t forget the myriad online tools that might be at your disposal, like the Khan Academy . A quick search through Google or YouTube can also surface helpful articles or videos on subjects you’re trying to grasp.

11. Take care of yourself.

At the end of the day, your brain is an organ in your body—take care of it by taking care of yourself. Get regular exercise, eat well, don’t overdrink, get good sleep, and take care of your mental wellbeing. 

Sleep: Studies have linked sleep deprivation to decreased cognitive function, including reduced attention spans and doing worse on tests [ 7 ]. Everybody’s sleep needs are different, but people typically need between seven and eight-and-a-half hours of sleep a night. Plus, getting more sleep can make you happier and benefit your social life.

Food: Try to incorporate more fruits, vegetables, plant sources of proteins, nuts, and unsaturated oils like olive oil into your diet, all of which have been linked to better cognitive performance [ 8 ]. 

Exercise: Exercise brings oxygen to the part of your brain responsible for thought, encourages the development of new nerve cells, and boosts brain cell connections [ 8 ]. This makes for brains that are more neuroplastic and efficient—plus it brings a host of other health benefits, like lower blood pressure, reduced mental stress, and weight control.

Mental wellness: Mental health is important because it helps us deal with stress, improves our relationships with others, allows us to live more meaningfully, and be more productive in our work. Exercising, eating well, and getting good sleep can each boost our mental health. But there are other ways of fortifying mental strength, such as connecting with others, practicing gratitude, meditating, and developing a sense of meaning in life [ 9 ].

Getting started

Forming good habits can be difficult, but starting with small, achievable steps can set you up to have consistent study habits for the rest of your life. Explore more personal development courses from leading universities and institutions on Coursera. Sign up for a free 7-day trial and start learning today.

Looking to get a degree? Knowing what’s out there is a good first step. Take a look at bachelor’s and master’s degrees on Coursera .

Article sources

New York Times. " Forget What You Know About Good Study Habits , https://www.nytimes.com/2010/09/07/health/views/07mind.html." Accessed July 27, 2022.

University of Wollongong Australia. " Is it OK to listen to music while studying? , https://www.uow.edu.au/media/2019/is-it-ok-to-listen-to-music-while-studying.php." Accessed July 27, 2022.

TIME Magazine. " The Exact Perfect Amount of Time to Take a Break, According to Data , https://time.com/3518053/perfect-break/." Accessed July 27, 2022.

Bustle. " A New Study Says Scrolling Through Social Media Doesn’t Actually Give You A Mental Break , https://www.bustle.com/p/taking-a-break-by-looking-at-social-media-doesnt-help-your-mind-reset-a-new-study-says-18682642." Accessed July 27, 2022.

PsychCentral. " The Pscyhology of Rewarding Yourself with Treats , https://psychcentral.com/blog/psychology-rewarding-yourself-with-treats." Accessed July 27, 2022.

KQED. " A Better Way to Study Through Self-Testing and Distributed Practice , https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice." Accessed July 27, 2022.

Forbes. " New Studies Show What Sleep Loss Does To The Brain And Cognition , https://www.forbes.com/sites/alicegwalton/2019/11/29/new-studies-show-what-sleep-loss-does-to-the-brain-and-cognition/." Accessed July 27, 2022.

Harvard Health Publishing. " 12 ways to keep your brain young , https://www.health.harvard.edu/mind-and-mood/12-ways-to-keep-your-brain-young." Accessed July 27, 2022.

MedlinePlus. " How to Improve Mental Health , https://medlineplus.gov/howtoimprovementalhealth.html." Accessed July 27, 2022.

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How hispanic americans get their news, u.s.-born latinos overwhelmingly prefer to get their news in english; about half of immigrant latinos prefer it in spanish.

Pew Research Center conducted this study to understand Hispanic Americans’ habits around news and information, including the languages in which they consume news and their engagement with Hispanic media outlets.

Most of the questions in this report are from Pew Research Center’s 2023 National Survey of Latinos, a survey of 5,078 U.S. Hispanic adults conducted Nov. 6-19, 2023. This includes 1,524 Hispanic adults on the Center’s  American Trends Panel  (ATP) and 3,554 Hispanic adults on Ipsos’ KnowledgePanel . Respondents on both panels are recruited through national, random sampling of residential addresses. Recruiting panelists by phone or mail ensures that nearly all U.S. adults have a chance of selection. This gives us confidence that any sample can represent the whole population, or in this case the whole U.S. Hispanic population. (For more information, watch our  Methods 101 explainer  on random sampling.)

To further ensure the survey reflects a balanced cross-section of the nation’s Hispanic adults, the data is weighted to match the U.S. Hispanic adult population by age, gender, education, nativity, Hispanic origin group and other categories. Read more about the  ATP’s methodology . Refer to the topline for the questions used for our National Survey of Latinos , along with responses, and to methodology for more details.

The questions about how often people get news from various platforms, which platforms they prefer for getting news, and which social media sites people get news from are from an ATP survey of 8,842 U.S. adults, including 1,193 Hispanic adults, conducted Sept. 25-Oct. 1, 2023. Refer to the topline for t he questions used for this survey , along with responses, and to the methodology for more details.

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This is the latest report in Pew Research Center’s ongoing investigation of the state of news, information and journalism in the digital age, a research program funded by The Pew Charitable Trusts, with generous support from the John S. and James L. Knight Foundation.

The terms  Hispanic  and  Latino  are used interchangeably in this report.

Hispanic/Latino Americans, Hispanic/Latino adults , and Hispanics/Latinos are used interchangeably in this report to refer to survey respondents who self-identify as Hispanic or Latino in the United States. They include those who say their race is White, Black, Asian or some other race and those who identify as multiracial. Hispanic/Latino Americans live in the U.S. but are not necessarily U.S. citizens.

U.S. born  refers to people born in the 50 states or the District of Columbia.

Immigrant  refers to people born outside the 50 states or D.C. For the purposes of this report, immigrants include those born in Puerto Rico or another U.S. territory. Although individuals born in Puerto Rico are U.S. citizens by birth, they are grouped with immigrant respondents because they were born into a Spanish-dominant culture and because on many points their attitudes, views and beliefs more closely resemble those of Hispanics born outside the U.S. than Hispanics born in the 50 states or D.C., and even U.S.-born Hispanics who identify as being of Puerto Rican origin.

Second generation  refers to people born in the 50 states or D.C. who have at least one parent born in a different country, Puerto Rico or another U.S. territory.

Third generation   or higher refers to people born in the 50 states or D.C. who have two parents born in the 50 states or D.C.

Language dominance  is a composite measure based on self-described assessments of speaking and reading abilities.  Spanish-dominant  people are more proficient in Spanish than in English (i.e., they speak and read Spanish “very well” or “pretty well” but rate their English ability lower).  Bilingual  refers to people who are proficient in both English and Spanish.  English-dominant  people are more proficient in English than in Spanish.

“Middle income” is defined here as two-thirds to double the median annual family income for panelists on the American Trends Panel. “Lower income” falls below that range; “upper income” falls above it. Refer to the methodology for more details.

Hispanic news outlets are those outlets that focus on providing news and information specifically to Hispanic audiences. These can include newspapers, radio or TV stations, podcasts, or social media accounts created for and by Hispanic people. Their content could be in Spanish, English, both languages or another language.

Country of origin refers to the country that survey respondents, their parents or their Hispanic ancestors came from.

Just over half of U.S. Hispanic adults (54%) get their news mostly in English – far higher than the share who get their news mostly in Spanish (21%). About a quarter of Hispanic Americans (23%) say they consume news in both languages about equally.

There is an almost identical pattern on the question of preferred language for news: 51% prefer to get their news in English, 24% prefer Spanish and 23% say they do not have a preference.

But a new Pew Research Center survey of adults who identify as Hispanic or Latino finds major differences in news consumption habits between U.S.-born Hispanics and those who immigrated from other countries .

While U.S.-born Latinos overwhelmingly get their news in English, and prefer it in English, those born outside the United States have much more varied habits: 41% get their news mostly in Spanish, 26% get it primarily in English and 31% do both about equally. Similarly, 47% of Latino immigrants prefer to get their news in Spanish, while 22% prefer English and 31% do not express a preference.

Among Latino immigrants, those who have spent more years in the U.S. are less inclined than more recent arrivals to get news in Spanish, and more inclined to get it in English. There is little difference in the shares who get news in both languages about equally.

Jump to more information on the languages in which U.S. Latinos consume news.

We asked these questions to better understand how a group that makes up nearly one-in-five Americans stays informed, especially as its demographics and use of Spanish continue to change. Immigrants are declining as a share of all U.S. Hispanics , and the share of Hispanics who speak Spanish at home has also dropped – even though the number of Hispanics who speak Spanish at home has increased due to overall growth in the Hispanic population.

Other key findings about Hispanics’ news consumption include:

Most Latino adults prefer digital devices for news

Latinos get their news from a variety of sources, but most say they prefer to use digital devices over other platforms. Nearly nine-in-ten (87%) say they get news from digital devices at least sometimes, and 65% say they prefer this form of news over TV, radio or print. Digital devices have become an increasingly common source for news among Latinos – and among Americans overall – in recent decades, a shift driven by the rise of the internet .

Latinos are more likely than White Americans (55%) and Black Americans (50%) to prefer getting news from digital devices. Latinos also are more likely than White and Black adults to get news from social media, at least in part because Latino adults tend to be younger than other groups, and young adults are more inclined to use social media for news.

Nearly three-quarters of Latino adults under 50 (73%) prefer to get their news on digital devices, including 27% who prefer social media specifically.

Jump to more information on the platforms where U.S. Latinos get news.

Attention to news is declining among U.S. Latinos

About one-in-five Latino adults (22%) say they follow the news all or most of the time, while an additional 36% follow the news some of the time. The share of Latinos who follow the news all or most of the time has fluctuated in recent years but has dropped by 9 percentage points between 2020 (31%) and 2023 (22%), similar to a pattern seen across the general U.S. public .

In recent years, Hispanic Americans have followed the news less closely than Black and White Americans. Again, the high share of young adults within the Hispanic population plays a role, because young people are less likely to follow the news closely. Among Hispanic adults ages 18 to 29, just 10% say they follow the news all or most of the time – far below the share of Hispanics ages 65 and older who do so (44%).

Jump to more information on U.S. Hispanics’ news consumption habits.

Half of Hispanic adults get news from Hispanic news outlets

Half of U.S. Hispanic adults say they at least sometimes get news from Hispanic news outlets – those that specifically cater to Hispanic audiences. This includes 21% who say they do this extremely or very often. Just over half of Hispanics (54%) get news about their or their family’s country of origin at least sometimes, including 24% who do this often. 

Hispanic immigrants are much more likely than U.S.-born Hispanics to get news from Hispanic outlets and about their origin country. In both cases, about seven-in-ten immigrants say they at least sometimes get these types of news: 69% get news from Hispanic outlets and 72% get news about their country of origin. Among Hispanic adults who were born in the U.S., 33% at least sometimes get news from Hispanic outlets, and 38% get news about their family’s country of origin.

There are further differences among U.S.-born Hispanics: Those whose parents were also born in the U.S. are even less likely than those with one or more immigrant parent to get these types of news.

Jump to more information on Hispanic news outlets and news about Hispanic Americans’ origin countries.

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My Partner Is Messy. Help!

When people with different tolerances for clutter live together, things can get tense. Experts offer ways to find peace amid the piles.

By Catherine Pearson

Last year, Tracy McCubbin — who has been a professional declutterer for two decades and lives by the motto “don’t put it down, put it away” — married a man she described as “very messy.”

Both acknowledged the “cosmic joke” of their unlikely pairing. Ms. McCubbin put blue painter’s tape on every drawer and cupboard in the kitchen when the pair first moved in together, offering a map to what goes where. But she has also learned to practice what she preaches to her clients, staying cool and calm about messes that don’t affect her day-to-day functioning. Like his night stand, which is buried under books, charging cables and remotes to TVs she is fairly certain they no longer own.

Or the jumble of tools her husband, an avid gardener, tends to leave in the yard. “It’s all over the place,” Ms. McCubbin sighed. “But you know what? We have a beautiful garden. Our fruit trees are fruiting. It’s really been about understanding: This part doesn’t matter.”

Ms. McCubbin, and other experts in organizing as well as psychology, said there were a few practical strategies that could help pack rats and neatniks cohabitate in relative harmony.

Improve your organization systems.

“Oftentimes when one person is more cluttered, the underlying thesis is that they’re wrong, that they’re doing it the wrong way, that they’re bad,” Ms. McCubbin said. But in many cases, household clutter is simply an indication you don’t have solid systems in place.

Some of the solutions she offers to clients are almost too obvious, she said. For instance, she has worked with frustrated parents whose children toss backpacks and coats in what she calls the “landing strip” just inside the front door. Hanging a few hooks that they can easily reach helps.

Ms. McCubbin also recommends adding sufficient shelving for an avid reader’s books. (“The line in the sand is they have to be on a shelf. They can’t be in stacks on the floor.”) At home, she put a dish by the front door, so her husband wasn’t “losing his mind for 10 or 15 minutes every day” looking for his wallet and keys.

“It’s always important to explain that these systems are being put in place to help,” she said, “not because ‘you’re wrong.’”

Focus on functionality.

Ms. McCubbin said it’s most important to consider the practical implications of clutter.

“The goal in getting organized is to make your home work for you,” she said. “It’s not about rainbow bookshelves or making things look perfect, it’s about getting control of clutter so that you can cook in your kitchen and actually use your garage.”

Pour most of your energy into common spaces, Ms. McCubbin advises her clients. For example, she and her husband like to cook, so the kitchen must function well for both of them, she said. But he has an office and a bathroom that she rarely steps foot in so she does not have to see the mess. (Many people don’t have that much space, she acknowledged.)

Focusing on function can be especially helpful for parents who don’t want to battle their children over messy bedrooms. Antonia Colins, who runs the website Balance Through Simplicity, has two adolescent daughters, one of whom struggles with neatness. So Ms. Colins has set basic ground rules, she said. For instance, she insists on clutter-free floors and a desk that is clear enough to study from. (She also expects her daughters to put their dirty laundry next to the washing machine, and return any plates or glasses to the kitchen.) But she looks the other way if the bed isn’t made perfectly or if there is a pile of clean clothes in the corner.

Consider the deeper issues at play.

Sometimes clutter piles up because someone is unwilling to put in the effort to clean and organize. Other times, it is because they have mental or physical roadblocks, explained Michael A. Tompkins, a psychologist and co-author of “Digging Out: Helping Your Loved One Manage Clutter, Hoarding and Compulsive Acquiring.”

Perhaps the most obvious example is hoarding disorder , but there are other links between mental health and messiness . For instance, those with attention deficit hyperactivity disorder (A.D.H.D.) or other executive functioning issues often struggle with excess clutter. In those instances, patience and understanding can go a long way, he said.

Physical limitations can also be a factor. “I’m 73, so I can speak to this personally,” Dr. Tompkins said. “My ability to maintain my living environment has degraded as my physical capacity has degraded, not because I’m not still interested in keeping my living environment tidy and organized.”

He said that it is important to note any sudden or drastic changes in a person’s household cleanliness (or if they seem to be accumulating an unhealthy amount of stuff) and flag them to a primary care physician, as they can indicate an underlying health issue.

If a person is simply unwilling to compromise on clutter, that may also be cause for concern. There could be more foundational relationship problems at play.

“It’s never just about the socks,” said Kiaundra Jackson, a licensed marriage and family therapist in Los Angeles. “It’s really about poor communication skills, or other needs, or gender roles — or something way deeper.”

If one person in the household is especially rigid about clutter, that may be more about control than cleanliness, she said, and is something he or she may need to work on in individual therapy. Couples therapy or simply working with an organizer can also help you come to a better understanding if you have reached a stalemate, Ms. Jackson said.

Be strategic in how you talk about it.

Though outside support can help, learning new communication tactics can sometimes be enough to defuse conflict, Ms. Jackson said. Don’t broach the topic of clutter when anyone involved is hungry or tired, she said. And beware of nagging, which she characterized as repeating the same thing over and over in the same way.

“Try a different avenue, try a different tone, try a different time of day,” Ms. Jackson urged, like perhaps writing an email rather than squabbling about messes at the end of a long workweek.

Be deliberate about voicing your expectations, Ms. Jackson said, and revisit them often, because regular check-ins can prevent resentment from building. She declined to offer a specific time frame for those conversations, as it varies from household to household, but she encouraged anyone moving into a new season in life (after a new baby or a job change, for instance) to talk about household expectations.

“Even if there’s just been a shift in preferences,” she said, “that needs to be vocalized.”

Catherine Pearson is a Times reporter who writes about families and relationships. More about Catherine Pearson

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