CHAPTER 2

This chapter deals with the review of literature and studies related to the concepts
discussed in this study.

Review on Related Literature

Accomplishment is commonly an academic phrasing utilized when deciding students’

achievement in formal instruction and which is estimated through reports, examinations,
researchers, and evaluations with various elements of factors applying impact. In addition, the
National Policy on Instruction (Federal Republic of Nigeria, 2009) has recognized school
accomplishment substance indicated by school subjects which are delegated center or elective
subjects. Good study habits are basic elements for incredible scholarly exhibitions for each
student. For concentrate to be compelling, Freeman and Mors (1993) have seen that it ought to
be customary, extraordinary and should cover significant lots. The habit for studying must be a
reasonable one, so that students will see the need to create a good way of studying.

Study habits are termed as the methods of study of students. Study habits are student’s
ways of studying whether systematic, efficient or inefficient (Ayodele & Adebiyi, 2013).
Marquez (2009) also pointed out that a student who is successful in his desired career has a good
study habit. Studying is the key to excel in one’s academic performance, because it not only
prepares a student to excel in class but reinforces the lessons that are already been taught.

Developing of a good study habit is an art (K. Premalakshmi, 2012). The first step to
have a good academic achievement is to formulate a regular study habit. Students should be
guided properly. Through the help of the parents and teachers, the students would strengthen
their ability to study and to contribute positively to the aspect of learning. The students should
attain a good study habits to have a good academic achievement and to have a brighter future (K.
Premalakshmi, 2012).

K. Premalakshmi (2012) conducted a study on the way of studying and scholarly

accomplishment of higher auxiliary understudies. It expressed that the variable, study habits, is
adding to the scholarly accomplishment of the learners. Study habit is an individual limit. Some
of the learner seize opportunity to scrutinize alone, some need to examine in a gathering. A few
students read so anybody may hear and some read silently. It might characterize as
“methodologies of work”, in which the learners do various styles of studying. It might be note-
taking, building vocabulary, composing research paper and taking examination. Study habit is
one of the elements that get the learner to have a more brilliant scholastic execution.

Ebele and Olufu (2017) reasoned that the sooner an understudy begins rehearsing and
growing great study habit, the better shot it will have that it will be proceed with them. Delaying
works can be avoided with appropriate study habit and improving one’s way of studying is the
way to better prediction of academic performance. Being composed and having schoolwork
schedules are the most significant things in helping a student grow great study habit. Applying a
good study habit help spell achievement and a learner will wind up working at a more effective
way and will encounter lesser worry all the while. It includes that having compelling study habits
makes an increasingly productive scholastic condition.

The “Study Habit Inventory”, an examination referred to by Abastillas (2017), was

utilized to spread attention to instructors, understudies and guardians that specific propensities
for study are great and supportive for better accomplishment “Study Habit Inventory” is an
instrument intended to qualify study propensities which incorporate planning time, physical
conditions for study, perusing capacity, note taking, factors in learning motivation, memory,
taking examination which incorporates arrangement for examinations and use if examination
results and wellbeing.

Moeinikia and Zahed-Babelan (2010) and Williams, Brown and Etherington (2013)
confirm that there is a positive link between study and academic performance in the university
settings. Study habit is defined as the characteristics, strengths, and preferences in the way how
people receive and process information (Hsieh, Jang, Hwang & Chen, 2011). It also refers to the
fact that every person has his or her own method or set of strategies when learning (Gokalp,
2013).

Study habits help the students to maximize the learning process. Giving ample time and
dedication in order to attain and enables to have academic success and thus be a successful
learner. There are some theories conducted by different authorization that could build a student
to be a successful learner. Albert Banduras theory is based on the social cognitive theory that
pertains on the development nor provides a huge foundation to a student’s study habits each and
every academic performance.
 Bandura (1960) social cognitive theory strongly lays emphasis on one’s cognition. It
suggests that the mind is an active force that constructs one’s reality selectively, encodes
information, performs behavior on the basis of values and expectations and impose structure on
its own actions.

It is through an understanding of the processes involved in one’s construction of reality

that enables human behavior to be understood, predicted and changed. In view of the theory, the
students’ academic achievement is a product of interaction of his personality and consequently.
Study behavior which develops basing on its expectations of the outcome of its actions.

Implicit theory Individuals can typically perceive intelligence as more of a fixed unchanging
characteristic (entity theory or beliefs) while others consider it as something that is malleable and
prone to development (incremental theory or beliefs or growth mindset). Thus, individuals who
hold entity or fixed theories of intelligence tend to believe that skills and abilities are relatively
stable (Dweck, 1999) and that their performance is a consequence of that stability (Hong et al.,
1999).

Accordingly, they are likely to adopt performance goals focused at demonstrating their
abilities and achieve positive evaluations from others (Dweck, 1999; Pepi et al., 2015).
Individuals who hold an incremental or a growth mindset believe that these characteristics can
change with effort and through time are more likely to adopt learning goals, choose challenging
tasks, and employ adaptive strategies to improve their abilities (Dweck, 1999).

The schematic knowledge structures that incorporate these beliefs (Ross, 1989) function
as “implicit theories” since they are mostly unconscious to the individuals. In the academic
context, implicit theories about intelligence have been widely examined with respect to the
learning processes and outcome variables. Implicit theories can frame a student's specific
mindset, along a continuum from an entity to an incremental belief, create distinct meaning
systems (Hong et al., 1999) that can trigger different patterns of response to challenging
situations and setbacks (Dweck and Leggett, 1988; Henderson and Dweck, 1990; Dweck, 1999;
Dweck and Sorich, 1999) and ultimately influencing students' learning processes and
achievement outcomes.
 Although implicit theories of intelligence tend to be uncorrelated with general cognitive
ability (Dweck et al., 1995; Robins and Pals, 2002), the literature has explored the effects that
entity or incremental beliefs can have on students' academic outcomes. On the one hand, entity
theorists, who believe that intelligence is relatively fixed and predetermined, tend to adopt more
performance goals (Dweck and Leggett, 1988) and prioritize positive assessment over learning
(Elliott and Dweck, 1988; Robins and Pals, 2002).

Additionally, they tend to attribute poor performance to lack of ability and therefore do
not address poor performance with effort (Hong et al., 1999), assuming helpless strategies
(Robins and Pals, 2002) and attributions of contributing to their academic helpless behavior. On
the other hand, incremental theorists tend to focus more on learning goals (Dweck and Leggett,
1988), prioritize their intellectual development (Elliott and Dweck, 1988; Robins and Pals,
2002), value effort (Hong et al., 1999), and use mastery-oriented response patterns (Henderson
and Dweck, 1990; Robins and Pals, 2002). Since incremental theorists believe that intelligence
can be developed, they tend to increase effort in challenging situations to overcome difficulties,
which will conduct them to develop their skills or the acquisition of new abilities. Incremental
theorists attribute poor performances to lack of effort, rather than ability, and respond to poor
performance with intentional remediation actions (Hong et al., 1999).

Azikiwe (1998) portrays the study habit as “the embraced way and way a learner plans
his private readings, after homeroom adapting to accomplish dominance of the subject. “As per
her”, good study habits are great resources for students in light of the fact that the (habits) help
the learner to accomplish dominance in territories of specialization and ensuing incredible
execution, while inverse establish imperatives to learning and accomplishment prompting failure.

Review on Related Studies

The study provides parents, educators, and decision makers with descriptive insight into
family practices that facilitate student achievement from the perspective of high achieving
students. These students, enrolled in the University of Alabama’s Honors Program, described
family practices that facilitated their academic achievement during a series of focus group
interviews. The student demographics were diverse, thus descriptions provided many
perspectives on facilitative practices. Illustrative student quotes are reported in five themes: (a)
parental academic aspirations and expectations, (b) parental participation in school programs and
activities, (c) home structures that support learning, (d) parent-child communications, and (e)
gender differences in facilitative practices (Bouldin, E. 1998).

Family practices facilitate the academic achievement of students enrolled in the

University of Alabama’s program wherein it requires five themes to achieve an honor degree
namely, parental academic aspirations and expectations, parental participation in school
programs and activities, home structures that support learning, parent-child communication and
gender differences in facilitative practices. According to this study, when these five themes are
applied, students increase their eagerness to learn more and be an achiever.

Demographics, attitudes, interests, and behavior of honors and non-honors freshmen were
studied. Although similar in extracurricular interests, educational objectives, and some study
habits, the two groups reported difference in most other areas. The finding offer implications for
advising both groups, such as placing different emphases on format of academic courses,
orientation to campus life, and retention strategies. (Gerrity, D., Lawrence, J. F., Sedlacek, W.,
1993)
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