Examinando por Materia "Study habits"

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(Universidad Privada Norbert Wiener, 2018-01-22) Angulo Conde, Valeria Araccely; Aldazabal Martínez, Celia
The objective of the research was to evaluate the study habits of fourth and ninth-cycle Dentistry students at Norbert Wiener University. The study was observational, descriptive, and cross-sectional. The sample consisted of 112 students from these academic cycles. Study habits were assessed using the Gilbert Wrenn Inventory. The relationship between variables was evaluated using the Chi-square test. The study found that 59.8% of students had a "low" (deficient) level of study habits. When analyzing study habits by dimension, it was observed that 55.4%, 51.8%, 42.0%, and 27.7% had negative scores for the categories "general work habits and attitudes," "techniques for reading and note-taking," "concentration," and "time and relationships," respectively. No significant relationship was found between study habits and sex or academic cycle (P: 0.531 and P: 0.267, respectively). The study concluded that the majority of students had a "low" (deficient) level of study habits, and no relationship was found between study habits and the student's sex or academic cycle.
Acceso abierto
Academic motivation and study habits in adolescent students of a public educational centre in Callao
(Universidad Privada Norbert Wiener, 2022-10-27) Alva Almeyda, Raphael Cristhians; Valencia Pecho, Diego Ismael
This research aimed to test the relationship between academic motivation and study habits in 178 secondary education students from a public school in Callao. It was a basic research type, correlational level, non-experimental design, and adopted a hypothetical-deductive method. The Academic Motivation Scale (EMAV) by Gómez (2019) and the Revised Study Habits Inventory (CASM-85-R) by Vicuña (2005) were administered. The findings indicated that 32% (57) of students were in a negative trend level for study habits, while 33.1% (59) showed a low level of academic motivation. On the other hand, there was a highly significant and direct correlation between the study variables. The dimensions of academic motivation: interest, task/ability, and exams had a significant (p < .05) and highly significant (p < .01) correlation with study habits. It was concluded that, with higher academic motivation scores, study habits scores were proportionally higher in the analyzed sample.