23. •  Top, © Copyright 2020  •  Dove Press Ltd   The status of study habits was at moderate level for most students. doi:10.5897/IJEAPS2015.0404. 2014;4(6):143–145. Study of the relationship between study habits and academic achievement of students: a case of spicer higher secondary school, India. We also extend our thanks to the clinical research development center of Imam Reza Hospital affiliated to KUMS for their kind help. Siahi EA, Maiyo JK. 2013;3(2):107–122. It was recommended that teachers and school guidance counselors should collaboratively guide students on how to develop good study habits; thereby enhancing their academic success. J Educ Health Promot. 4. • Web Design by Adhesion. In terms of academic degree, MSc and undergraduate students had the highest and lowest average of study habits, with a mean and SD of 57±11.34 and 44.52±11.99 respectively, which was not statistically significant. Investigating study habits of library and information sciences students of Isfahan University and Isfahan University of medical sciences. To investigate the possible relationship of study habits and how it enhances good grades in improving academic performance of students in Secondary Schools. Time allocation for study does not significantly relate to academic performance of students in senior secondary school. They were asked to review the questionnaire in terms of fluency, clarity, and relevance. Despite reassuring the samples about the confidentiality of their responses, this approach might have had an impact on the accuracy of our results. We found that native students had significantly better study habits compared to dormitory students. Relationship of study habits with mathematics achievement. Factors effecting on study habits. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences. It was then modified based on their opinions. Int J Indian Psychol. For this purpose, a GPA of 17 or higher was considered as “good academic achievement”, 14–16.99 as “moderate educational achievement”, and a GPS of less than 13.99 was considered as “poor educational achievement”. Our results are in line with the study of Fereydoonimoghadam and Cheraghian.19 According to the authors of the present article, every student of medical sciences, regardless of what degree level he/she is studying at, should be aware of study skills and habits and how to apply them. Between the Score study habits there was a significant positive correlation with academic achievement(r=0.175, p=0.009). The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. Alimohamadi N, Dehghani M, Saeide س, et al. Study the relationship between medical sciences students' self-esteem and academic achievement of Guilan university of medical sciences. 2009;6(1):21–28. Study habits are considered as one of the major factor affecting the student’s academic performance. We found a positive and significant correlation between academic performance and study habits, which is consistent with the results of studies by Fereydoonimoghadam and Cheraghian (2009), Alimohamadi (2018), and Rabia (2017).13,19,23 However, Lawrence (2014) and Torabi (2014) did not find any significant statistical relationship between study habits and academic performance.1,21 We believe that the utilization of study skills and habits can play a positive role in improving academic performance of students. Based on the linear relationship between, for each increase of one unit in the study habits score, 0.04 was added to the student’s academic performance score. 2014;14(9):751–757. 2016 Mar 15;10(1):e2602. Female students had better academic achievement compared to male students with a mean and SD of 16.15±1.34 and ±15.5±1.5, respectively. The individual information forms included questions about age, gender, marital status, faculty of study, academic degree, history of probation, being native or non-native, and the grade point averages (GPAs) of the previous term(s). The authors would like to thank the president and co-workers of deputy of research and technology of KUMS, and all the students who patiently participated in our study. Med Sci Educ. 2016;5(9):1831–1834. Despite the fact that many studies have not addressed this variable, Rezaie and Nourian in their studies, have pointed to a meaningful relationship between probation and poorer academic performance, and have considered study habits as an important factor influencing these variables.10,11 In this regard, Khan (2016) described poor study habits as the most important reason for students’ academic failure.20 In our view, students with poor academic performance, by utilizing the proper skills and study habits, can improve their academic performance and thereby prevent the emergence of educational problems, such as dropping academic unit/credits and probability of probation. The Palsane and Sharma study Habit Inventory was the tool used for data collection. Int J Educ Administration Policy Stud. Int J Indian Psychol. Copyright 2017 Informa PLC. The t-test was used to compare the mean of study habits in terms of dual-mode qualitative variables (gender and marital status) and ANOVA was used to compare the mean of study habits in terms of multi-mode qualitative variables (such as academic degree and faculty of study). The main purpose of this study was to examine the relationship between study habits and academic performance of students in mathematics in secondary schools. It was found that for the last few years, that there is a significant positive relation between study habits and academic achievement of schoolers. 2014;4(6):143–145. Conclusion: The status of study habits was at moderate level for most students. The score range of the questionnaire is between 0 and 90, and a score of 60 and above reflects a desirable level of study habits, a score of 31–60 indicates relatively good or moderate level of study habits, and a score of 30 or below refers to an undesirable level of study habits. A method to assist students with effective study habits and test-taking strategies. The mean of students' grade point average was 15.73±1.5 out of 20 and the mean of total status of study habits was 45.70±11.36 out of 90. The distinction between goal-orientated and intrinsic motivation is used to clarify the meaning of previous studies. PSSHI has 45 questions and measures the study habits of students in eight areas, including time management (five items), eg, “I study at a specific time of the day.”; physical conditions (six items), eg, “I get disappointed by the noise around me.”; learning motivation (six items), eg, “if I do not understand something, I get help from others.”; reading ability (eight items), eg, “before reading the intended chapter, I read its main points.”; note-taking (three items), eg, “I take notes while reading the text.”; memory (four items), eg, “I read some materials without sufficient understanding.”; taking tests (ten items), eg, “before responding to the test questions, I read all the questions first.” and health of study (three items), eg, “if the result of the test is not good, I feel disappointed.” Responses are based on a three-option Likert scale that includes: “always or most of the time”, “sometimes”, and “rarely or never” which are graded from two to zero, respectively. Hashemian M, Hashemian A. Int J Med Sci Public Health. The samples were selected randomly from different faculties of KUMS, which included the faculties of medicine, nursing and midwifery, dentistry, paramedicine, pharmacology, and health. From submission to first editorial decision. The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. 1. Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students. In terms of the eight areas of study habits, the status of most students was undesirable in the areas of taking notes (50.2%, n=191) and well-being (48%, n=182), and was desirable in the area of time (27.3%, n=104). Hypotheses as per the objectives of study habits and how It enhances good grades in improving academic performance collected... 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