Abstract :

This meta-analysis investigates the relationship between students’ study habits and their academic performance across a range of educational levels and cultural settings. The study synthesizes findings from fifteen empirical studies selected through a systematic review of academic databases. These studies employed various research methodologies, including quantitative, qualitative, and mixed-method designs. They examined the impact of behaviors such as time management, note-taking, goal setting, and self-testing on academic outcomes. The analysis reveals a positive association between effective study habits and academic performance. However, the strength of this relationship varies depending on factors such as educational level, cultural background, gender, learning environment, and institutional support. While many studies report a significant correlation, others show weak or non-significant results, highlighting the complexity of this relationship and the influence of contextual variables. This meta-analysis underscores the importance of integrating structured study skills training into educational programs and developing targeted interventions tailored to students’ individual needs and learning contexts. The findings contribute to a deeper understanding of how study behaviors affect academic success and offer practical implications for educators, academic advisors, and policymakers aiming to enhance student learning outcomes.

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Keywords :

Academic Performance, Self-regulated learning, Study habits, Time management.

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