Author: Subham Das
DOI Link: https://doi.org/10.70798/Bijmrd/03100014
Abstract: The concept of study habits as a determinant of learning effectiveness has been a central theme in educational psychology and pedagogy for decades. Study habits encapsulate the consistent behaviors, strategies, attitudes, and environmental factors that learners employ to acquire, organize, and retain knowledge. This conceptual paper offers a comprehensive analysis of study habits, exploring their theoretical foundations, dimensions, determinants, and implications for learning effectiveness. It examines how cognitive, motivational, and environmental variables interact to influence students’ study behaviors and subsequent academic achievement. Drawing upon classical and contemporary theories of learning, this paper investigates the dynamic relationship between study habits and learning outcomes, emphasizing the importance of metacognitive awareness, time management, goal orientation, and self-regulated learning. The article concludes with a synthesis of pedagogical implications, intervention strategies, and directions for future research, underscoring that effective study habits are not innate but cultivated through continuous reflection, support, and adaptive educational environments.
Keywords: Study Habits, Learning Effectiveness, Metacognitive Awareness, Self-Regulated Learning, Time Management.
Page No: 111-117