Effects of an intervention on the study habits of incoming university students
DOI:
https://doi.org/10.21680/1981-1802.2025v63n76ID41470Keywords:
Freshman students, Pedagogy, Study habits, Self-regulation of learningAbstract
This article is based on Social Cognitive Theory, especially the construct of self-regulation, and aimed to identify changes in the study habits of newly enrolled university students after participating in an intervention on self-regulation of learning. The pre-exploratory research was conducted with 40 Pedagogy students, who answered the self-reflective protocol "Who are you as a student?" before and after participating in the intervention. Following the assumptions of content analysis, the data were first categorized. After categorization, the responses were quantified and analyzed using the Statistical Package for the Social Sciences. In summary, the results revealed that the students modified their study habits. After the intervention, they began to reflect more on learning, indicated greater use of learning strategies, and sought to compare their own performance before and after the intervention. It is suggested that future studies develop interventions focusing on planning and attention control strategies.
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