Abstract

This study investigated middle school students’ thoughts and attitudes towards study habits. The study employed an explanatory sequential design, which is a mixed method. The research consisted of two stages: quantitative and qualitative. The quantitative sample consisted of 205 students (116 girls and 89 boys) of a public middle school in the center of a city in the Central Anatolia Region in the 2019-2020 academic year. For the qualitative stage, fifteen students (seven girls and eight boys) were recruited from the quantitative sample using maximum variation sampling. The quantitative data were collected using the Questionnaire for Study Habits developed by Yenilmez and Özbey. Participants were interviewed using a semi-structured interview form consisting of open-ended questions. The quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS v. 24.0). The results showed that participants had a moderate level of study habits. Gender and grade level were not correlated with study habits. Participants with appropriate study space had better study habits. Participants associated study habits with success in the future. The results showed that the Internet, tablet, and TV had adverse impacts on study habits and positive or negative effects on parents and teachers.

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