Study Habits and Academic Achievement of Engineering Students

A study habits index measuring distractibility, inquisitiveness, and compulsiveness in test and homework situations was administered to 69 (27 women and 42 men) first‐year, college engineering students. Scholastic Aptitude Test (SAT) scores and grade‐point averages were also obtained. Two hypotheses were entertained: a) students who earn the highest grades, in contrast to less successful peers, will tend to be less distractible and more inquisitive; b) the advantage of such study habits will be evident when effects of academic aptitude (SAT performance) are controlled. Statistical tests supported both hypotheses. No significant sex differences were found for aptitude or grades, but women scored higher on the compulsiveness study habits scale than men. We argue that special programs to help some students study more meaningfully would likely improve overall academic performance.