STUDY HABITS AND ACADEMIC ACHIEVEMENT: A CRITICAL REVIEW OF CONCEPTS, PATTERNS, AND EDUCATIONAL IMPLICATIONS

Study habits constitute a central determinant of students’ academic success across school and higher education contexts. Research in educational psychology consistently demonstrates that how students organize learning time, process information, regulate motivation, and interact with instructional environments significantly influences achievement outcomes. This review paper synthesizes classical and contemporary scholarship on study habits, examining conceptual definitions, major components, empirical relationships with academic performance, contextual influences, and pedagogical interventions. Drawing on international research, the paper highlights the role of metacognition, self-regulated learning, learning strategies, environmental conditions, and digital technologies in shaping study behaviours. Challenges in cultivating effective study habits—such as socio-economic disparities, digital distraction, and motivational deficits—are discussed, followed by evidence-based recommendations for educators and institutions. The review concludes by emphasizing that systematic instruction in learning strategies and supportive institutional climates are essential for fostering lifelong learners in knowledge-based societies.