Study Habits and Academic Performance: A Review of the Literature from Educational Policy Perspectives
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Purpose of the study: This study aims to review and synthesize existing literature regarding study habits and academic performance. Specifically, it examines the conceptual foundations, the behavioral and strategic components of study habits, and the contextual and psychological factors that influence student achievement.
Methodology: This study employed a systematic literature review approach, analyzing 62 peer-reviewed studies with a search timeframe between 2025 and early 2026 sourced from Google Scholar, Scopus, and other academic databases. Relevant studies were identified through document analysis.
Main Findings: The findings of this study provide valuable insights not only for students, educators, researchers, and policymakers but for all stakeholders in the academic community. The review revealed that study habits are important predictors of academic performance across various educational settings. Effective time management, note-taking, and learning techniques such as distributed practice and practice testing positively influence academic achievement. Motivation, consistency, and student engagement contribute to learning outcomes, while supportive study environments enhance motivation, self-directed learning, and academic success. Additionally, accurate self-reported performance promotes independent learning and self-regulation, although it may be affected by biases. Crucially, these findings help leaders of educational institutions identify strategies, connecting what students do in their own study habits to how institutions are governed for better academic performance.
Novelty/Originality of this study: In contrast to prior studies, this review integrates existing literature to provide a comprehensive understanding of the various factors of study habits and academic performance across diverse educational settings.
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How to cite
[1]L. K. Eav, “Study Habits and Academic Performance: A Review of the Literature from Educational Policy Perspectives”, Ind. Jou. Edu. Rsc, vol. 7, no. 5, pp. 647–662, Oct. 2026, doi: 10.37251/ijoer.v7i5.3713. -
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