College student study habits: Initial patterns and implications
Abstract
Are there any consistent patterns in the study habits of college students? Do college students study differently than university students? We investigated these questions in a small-scale qualitative study. Results showed that high-achieving students self-reported coming to class regularly and they frequently used elaborative study habits (e.g., relating readings to lecture), which have been related to better memory performance in previously published studies (e.g., Craik & Lockhart, 1972; Gurung, et al. 2010). However, these high-achieving students were still weak in their use of metacognitive skills in their studying (e.g., reviewing the questions they answered incorrectly). These results were also compared to another study (Gurung et al, 2010) which used the same questions to identify similarities and differences. Future research should replicate this study using a larger sample of college students.
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