Survey Of Study Habits And Attitudes Research Articles

DECISION MAKING STYLES AND STUDY ORIENTATION

The present study is an attempt to study the relationship of Study Orientation (Study Habits and Attitudes) with decision making styles among higher secondary students. Survey of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1967) and Flinders Decision Making Questionnaires I and II (DMQ-I and DMQ-II) developed by Mann (1982) were used to collect data. As large as 148 Higher Secondary Students pursuing the first year study of Higher Secondary Course (HSC) participated in this study. There were 75 males and 73 females. Results reveal that there is significant positive correlation between study orientation and decision self-esteem of students. Also, there is significant association between students’ study orientation and their decision making styles. This association is reflected only in non-vigilant decisions but not in vigilant decisions. Gender effect in Study Orientation was observed favouring female students. Demographic variables like, course of study (arts/science), family income, number of family members, birth order and their residence do not have any effect on their study orientation. The results are interpreted in terms of the role of schools in teaching good study habits to students thereby enhancing their decision self-esteem and reducing their defensive avoidance, buck passing and procrastinating tendencies. Article visualizations:

Study Habits and Attitudes of Freshmen Students: Implications for Academic Intervention Programs

The substantive aim of this study was to investigate the favorable and unfavorable study habits and study attitudes of the freshmen students and determine its implications in formulating academic intervention programs. The Survey of Study Habits and Attitudes (SSHA) instrument developed by Brown and Holtzman (1969) was used to assess the study habits and attitudes of the students. Results show that students generally do not approve teacher methods and classroom management, and have inefficient time management. Favorable and unfavorable study habits and attitudes of the students were also revealed. Implications of these findings were discussed and the theory of confluent education was considered in designing a framework of academic intervention programs among HEIs.

Study habits of surgery residents and performance on American Board of Surgery In-Training examinations

Background The purpose of this study was to evaluate the study habits (SHs) of surgery residents preparing for the annual American Board of Surgery In-Training Examination (ABSITE). Methods A validated instrument developed to assess SHs in college students, the Survey of Study Habits and Attitudes (SSHA), was modified slightly for use with residents. The modified SSHA contains 2 subscale scores, work methods and delay avoidance, and a combined overall study habit score. A total of 59 residents from 2 academic general surgical residency programs were administered the modified SSHA. The SSHA scores were correlated to performance on the in-training examination. Results There was a small but significant correlation between scores on the modified SSHA instrument and performance on the ABSITE overall ( r = 0.29; P <.05; r 2 = 0.0841). Linear-regression analysis showed that the clinical component and overall performance on the ABSITE were significantly predicted by the total SH scores. Overall total ABSITE percent correct scores were significantly predicted by residency levels of training and the overall SSHA scales (delay avoidance and work methods). Together they predicted 63% of the total variance in the overall performance scores. Residency level was the strongest predictor. SH performance accounted for 5.9% of the total variance beyond that contributed by residency level of training. Conclusions The correlations of surgical resident ABSITE performance with SSHA scores were on the same order of magnitude as those of college students and academic performance with the original SSHA. Although SH in this study accounted for a measurable yet small contribution to ABSITE performance, this contribution was not enough to consider using the SSHA instrument in its current modified form as a diagnostic and counseling tool. Published instruments not specifically designed for residents may not be tailored enough to measure residents' unique SH.

Educational and personal characteristics of four different types of learning- and grade-oriented students

To discover personal and educational characteristics of learning- (LO) and grade-oriented (GO) students, over 200 subjects were divided into four groups: high LO-high GO; high LO-low GO, low LO-high GO, and low LO-low GO. All students completed the 16 PF, Myers-Briggs (M-B), Levenson Locus of Control (LOC), Achievement Anxiety (AAT), and Survey of Study Habits and Attitudes (SSHA) tests. Results indicated that H-L students produced highest scores on factors B, I, M, and Q1 of the 16 PF; scale N of M-B; scale I of LOC; the facilitative scale of AAT; and all scales of SSHA. They scored lowest on Q4 of the 16 PF, on scale S of M-B, on the debilitating scale of AAT, and on scale C of LOC. Students in the L-H groups scored lowest on scales I, M, and Q1 of the 16 PF, on scale N of M-B, on scale I of LOC, on the facilitating scale of AAT, as well as on all scales of SSHA. They scored highest on scale S of M-B and tied for highest on scale Q4 of the 16 PF. Students in the H-H group scored lowest on scales B, I, and Q4 of the 16 PF as well as on scale I of M-B and highest on scale E of M-B, on AAT (debilitating), and on scale C of LOC. Finally, students in the L-L group tied for highest on the 16 PF scale Q4 and on scale I of M-B and lowest on scale E of M-B and scale I of LOC. Results were discussed in terms of the personal and educational resources each student brings to the college environment and the way(s) in which these resources are used in coming to terms with the specifics of that situation.

The Validity of Each of the Four Scales of the Survey of Study Habits and Attitudes (SSHA) for Each of Two Samples of College Students and Under Each of Two Treatment Conditions Involving Use of Released Class Time

A validity study of each of the four subscales of the Survey of Study Habits and Attitudes (SSHA) indicated (a) moderate to high degree of correlations between each SSHA subscale and course examination scores for 43 female black undergraduates but an absence of such correlations for 37 male black undergraduates and (b) significant correlations between each of three SSHA subscales (Work Methods, Teacher Approval, and Education Acceptance) and the course examination scores for a sample of 50 students who preferred released time (free Fridays) by taking each of four biweekly course examinations just once, but no significant correlations between each of four SSHA subscales and the course examination scores for a sample of 30 students who preferred taking the same biweekly course examination twice on two consecutive Fridays without released time.

Internal external control of reinforcement as a determinant of study habits and academic attitudes

This study tested Rotter's hypothesis that internals would show more achievement-striving behaviors than externals using a direct measure of such behavior. Rotter's I-E scale and the Survey of Study Habits and Attitudes (SSHA) were administered to 123 male and 130 female undergraduate subjects. Significant sex differences were found on the SSHA scales but not on the I-E scale. Results indicated significant differences between internals and externals within each sex in terms of the average SSHA profiles and the individual SSHA scales. Using H. L. Mirels' (Journal of Consulting and Clinical Psychology, 1970, 34, 226–228) I-E subscales, similar results were obtained with the personal-control scale but not the political-control scale. Results provide additional evidence supporting the multidimensional interpretation of the I-E scale.

Related factors of the Survey of Study Habits and Attitudes and the Vocational Preference Inventory

The Survey of Study Habits and Attitudes (SSHA) and the Vocational Preference Inventory (VPI) were administered to 100 undergraduates. The scales of the two instruments were compared using canonical analysis. The analysis revealed a relationship between a component of the SSHA and a component of the VPI which accounted for 31% of the variance of the two instruments. The related components were interpreted as indicating that a dimension running from an academic orientation to a nonacademic orientation was measured by certain scales of each instrument.

The Value of a Study Skills Inventory for Feedback and Criterion Purposes in an Educational Skills Course

This study attempted to evaluate certain common uses of the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA) in a college-level educational skills course. The uses investigated were: (a) a source of diagnostic feedback on student study habits, (b) a criterion for judging course effectiveness, and (c) a combination of the feedback and criterion functions. The results suggest that a test such as the SSHA is not adequate for any of these purposes, for a variety of reasons. The implications of the findings are discussed, as are proposals for the appropriate use of study habits inventories in educational skills courses.

Relationship of Study Habits and School Attitudes to Achievement in Mathematics and Reading

The Survey of Study Habits and Attitudes (SSHA) was used to examine the relationship of sixth grade study habits and school attitudes to achievement in mathematics and reading. Only the attitudes subtest appeared predictive for the group as a whole, using the reading criterion. More precise analysis of this data was accomplished through the use of a moderator variable procedure involving the grouping of pupils by sex. This analysis revealed that in the case of the boys only, the total SSHA score and the attitudes subtest predicted reading achievement. In the case of the girls, neither of these predicted the criterion, although the attitudes subtest did predict a different criterion, mathematics achievement. The implications of these findings are examined with respect to the early diagnosis of school difficulties as well as from the point of view of further development of the SSHA as a research instrument.

Factorial Stability of Academically Relevant Affective Characteristics

This is an examination of the structural stability of affective characteristics relevant to education over a period of approximately seven months. A modified version of the Survey of Study Habits and Attitudes (SSHA) was administered to eighth-grade students and correlations between pre-test and post-test factor scores were obtained. Results indicated that the six interpretable factors were differentially stable over the time intervals, with the correlations ranging from.23 to.65. The K-R 20 reliabilities of the factor scores from the initial administration ranged from.55 to.89. It was suggested that these results be interpreted with caution, since the less stable factors were represented by few items.

Affective Correlates of Academic Achievement: A Longitudinal Study

A modified version of the Survey of Study Habits and Attitudes (SSHA) consisting of 122 items was administered to students in the eighth grades of three junior high schools. Factor scores obtained ...

Identifying Technical Institute Dropouts

In an investigation of the characteristics which differentiate the technical institute dropout from the persisting student, the combination pattern of the mathematics portions of the Engineering Physical Science Aptitude Test (EPSAT‐M) and the score on the Survey of Study Habits and Attitudes (SSHA) was found most effective in discriminating between the two groups. These findings may provide counselors with a better understanding of some of the problems faced by the institute student. The results indicate the need for further investigation in and improved understanding of the factors influencing institute success.

Study Habits and Attitudes, College Experience, and College Success

Two studies related aptitude, achievement, and study variables to college grade‐point average (GPA). Study variables were measured by the Brown‐Holtzman Survey of Study Habits and Attitudes (SSHA). Study I involved 640 freshmen divided into 3 groups by curriculum and sex. SSHA scores correlated 0.18 to 0.29 with GPA. Multiple correlational analyses showed High School Rank and aptitude measures to be better predictors of GPA than SSHA scores. SSHA scales added 0.005 to R at a maximum. Study II used 187 freshmen in a pre‐post design with a 7–9 month interval between testings. The results of the correlational analyses were similar to those in Study I and indicated that the pre‐ and post‐tests were about equally valid. Results also indicated that the students had poorer study habits and more negative attitudes toward school and studying after college experience than before (18 of the 21 t's significant at the 0.05 level).

Test review: Survey of Study Habits and Attitudes (SSHA).

Test review: Survey of Study Habits and Attitudes (SSHA).

Review of Brown-Holtzman survey of study habits and attitudes (SSHA), 1956 manual.

Review of Brown-Holtzman survey of study habits and attitudes (SSHA), 1956 manual.