Assessment of study habits among young university students
DOI:
https://doi.org/10.61273/neyart.v4i1.204Palabras clave:
academic performance, higher education, study habits, self-regulated learning, university studentsResumen
This article evaluates the study habits of 44 first-semester engineering students using Ortega’s (2012) Study Habits Questionnaire. The quantitative study, grounded in a post-positivist paradigm, examines three dimensions: study methods, task completion, and exam preparation. Results show an overall mean of 1.82, classified as a medium-low level. The weakest dimension was exam preparation (M=1.79), with 45.5% of students never finishing topics before an assessment. Female students scored slightly higher than males, though without statistically significant differences. The study concludes that students tend to prioritize formal task completion over deep cognitive strategies, and recommends implementing psychopedagogical programs focused on time management, reading comprehension, and self-regulated learning.
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