The Influence of Chinese College Students’ Meta-Cognitive Strategy and Motivational Beliefs on their Study Habits

Abstract

Study habits can be defined as students’ decisions on choosing what to learn and how to learn during their everyday learning processes. Study habits included three aspects of learning behavior: choosing learning material, adopting specific learning strategies (rereading, self-testing, and spacing), and strategy sources and changes (how strategies are formed and how they change). To investigate the influence of meta-cognitive strategy and motivational beliefs on study habits, responses from 191 college students were collected. The results showed that: (1) most students’ selection of materials and strategies were test-based and deadline-driven; (2) students reporting more meta-cognitive strategy were more likely to select study material according to pre-set plan, apply spacing and self-testing, and use feedback to develop their strategies; (3) intrinsic goals and college majors also had an impact on students’ study habits. Implications for understanding study habits, the influencing factors, and educational practices were discussed.