improving my study habits essay

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How can we improve our study habits? Research Paper

As students progress from kindergarten to high school or university, they all encounter the experience of being a student. While becoming a student may not be challenging for most, achieving excellent grades is a different matter. The key difference lies in their study habits, which greatly impact academic success. Unfortunately, many students lack effective study habits during their school journey. However, if you aim to attain high scores, cultivating good study habits can substantially increase your chances of reaching your goals.

Improving our study habits can be achieved in three stages: developing learning habits, utilizing four study skills, and comprehending the advantages of good habits. Initially, students should focus on developing an effective way of learning. It is surprising that many of them are unaware of their lack of proper study habits. An article titled “Why ‘good’ study habit may be bad for learning” (2010) suggests several strategies: creating a quiet workspace, adhering to a homework schedule, setting goals and boundaries, and avoiding the use of bribes. However, this approach to studying at home may not be reliable due to dubious educational research. This article challenges our conventional understanding of study habits, implying that our traditional concept may be incorrect. Therefore, one might wonder what constitutes good study habits. According to the source “Encourage and teach good study habits” (1998), good study habits involve establishing a consistent study time that accommodates the student’s familial commitments, eliminating distractions, gathering necessary materials, recording assignments in an assignment book or calendar, and practicing note-taking and organization for exams. While some individuals lack complete study habits, others possess good habits but often succumb to giving up.

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Therefore, maintaining these habits is a crucial aspect of our personal growth and the development of good study habits (Personal goal setting for success). Setting goals is a key skill that helps us achieve our desires and enhances the likelihood of success. Furthermore, taking action in alignment with our plans is essential in turning our dreams into reality. As such, my personal goal is to maintain my scholarship at Ashland University, which necessitates maintaining a GPA of at least 3.0.

To achieve better grades, it is important for me to study hard. One crucial skill for studying is time management. According to Tanriogen & Iscan (2009), time management is essential for maximizing the quality of learning within the limited time available. Various techniques can be used to manage time effectively. One such technique is the pomodoro technique, which is based on the idea that simple time-management tools, frequent breaks, and a change in mindset about time can improve concentration and reduce anxiety (Shellenbarge, 2009). While the pomodoro technique is easy to understand and practice, it has a narrow focus. Another useful technique is FranklinCovey’s Focus, which aims to help individuals eliminate non-essential tasks and focus on their most important goals (Shellenbarge, 2009).

There are three effective time management skills for students. The first is prioritizing tasks, which involves dividing important and not important things, allowing us to save time for more meaningful activities. The second method is called “getting things done,” in which we write down our goals and create a flowchart that includes an action list, a project schedule, and reminders (shellenbarge, 2009). Finally, the third skill is previewing and reading. It is crucial for every student, especially international ones, to read the lecture material before class to improve their vocabulary.

If you are familiar with the vocabulary in your lecture, it can be difficult to comprehend what the teacher is discussing. Unfortunately, previewing the material is not always effective. Often, the teacher’s outline does not encompass all of the content in the books, and they still expect students to read them. For instance, my marketing teacher occasionally poses questions before starting a new chapter. Then, at the end of the chapter, she would send out a lecture to incentivize us to read. Many bright students do not waste much time on reading and instead focus on carefully reviewing the first and last paragraphs of each chapter.

According to Seebach (2009), recalling information is the final skill in improving study habits. Many students may not like using this habit until they have an upcoming exam. However, recall helps us constantly strengthen our knowledge and is particularly effective when learning a foreign language. Seebach (2009) provides data showing that students who repeatedly study words without self-testing only recall 10% to 60% of the words after one week, compared to 3% to 95% for students who extensively use self-testing after practice sessions. This demonstrates that forgetting is common in the learning process, and self-testing is an effective way to improve memory retention. Additionally, the use of study habits brings benefits. One of the most notable benefits is gaining confidence. By understanding and practicing good study habits, we not only become organized in our studies but also experience positive outcomes in other areas of life. For instance, if you study hard and achieve excellent grades upon graduation, you may have more opportunities compared to others.

Having good study habits can simultaneously provide organization and assistance in navigating life’s challenges. It enhances reasoning skills, enabling a better understanding of priorities and effective problem-solving. Additionally, good study habits promote efficiency, with time being the most crucial aspect. As Hong (2010) stated, planning and adhering to a study schedule in advance saves time. Ultimately, adopting good study habits contributes to achieving success expeditiously.

In summary, there are three stages that can help us develop effective study habits. Despite the belief that some people do not possess good study habits, it is still possible for them to achieve positive results. In comparison to individuals with good study habits, they dedicate a significant amount of time to studying. However, it is important to note that schools offer various extracurricular activities beyond academics. Nevertheless, having good study habits is the most advantageous methodology for ensuring efficient learning and also enjoying student life. Starting with the adoption of effective study habits, one can transition into being a student with excellent grades, thereby increasing their chances of success compared to others.

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Essay on My Habits

Students are often asked to write an essay on My Habits in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Habits

Introduction.

Habits are routine behaviors that we perform regularly. They can be good, like brushing our teeth, or bad, like biting our nails. I have several habits that shape my daily life.

Good Habits

I have a few good habits. I wake up early in the morning, which helps me start my day positively. I also love reading books, which improves my knowledge and imagination.

Everyone has some bad habits, and so do I. Sometimes, I procrastinate on my homework, which isn’t good for my studies. I am trying to overcome this habit.

Habits play a crucial role in our lives. They shape our health, productivity, and happiness. It’s important to cultivate good habits and get rid of the bad ones.

250 Words Essay on My Habits

Academic habits.

My academic habits are a blend of discipline, curiosity, and resilience. I have a strict study schedule, dedicating specific hours each day to each subject. This routine has helped me maintain a consistent academic performance. However, it’s not just about rote learning; I also cultivate the habit of critical thinking. I constantly question, analyze, and synthesize information, a habit that has deepened my understanding of the subjects.

Physical Habits

Physical habits play a crucial role in my well-being. Regular exercise, a balanced diet, and adequate sleep are non-negotiable aspects of my daily routine. These habits not only keep me physically fit but also boost my mental agility, enhancing my overall academic performance.

Social Habits

My social habits are about maintaining a balance between solitude and companionship. While I value my alone time for introspection and self-growth, I also understand the importance of social interactions. Engaging in meaningful conversations, participating in group activities, and volunteering are habits that have enriched my college experience.

In conclusion, my habits are a reflection of my commitment to personal growth and academic excellence. They are the outcome of conscious choices, driven by the desire to make the most of my college years. As I continue to evolve, I am certain that my habits will, too, adapt to serve my changing needs and aspirations.

500 Words Essay on My Habits

Introduction to my habits.

Habits, the regular tendencies or practices that one engages in, are often seen as a reflection of one’s character. They serve as a mirror, reflecting our personality, values, and lifestyle. As a college student, I have cultivated a set of habits that I believe contribute significantly to my personal and academic growth.

Embracing the Morning

Continuous learning.

The habit of continuous learning is another cornerstone of my lifestyle. I dedicate a portion of my day to reading, be it academic literature, novels, or news articles. This habit not only broadens my knowledge but also helps me to develop critical thinking skills, fostering a deeper understanding of the world around me and my place within it.

Self-Care and Wellness

In the hustle and bustle of college life, self-care is a habit that is often overlooked but is of paramount importance. I make it a point to engage in activities that nourish my body, mind, and spirit. This includes a balanced diet, regular exercise, and sufficient sleep. Additionally, I engage in mindfulness practices such as meditation and yoga, which help to maintain my mental well-being.

Time Management

Reflection and gratitude.

Each day, before I retire to bed, I spend a few moments reflecting on the day’s events. I consider the lessons learned, the achievements made, and the challenges faced. This habit of reflection helps me to grow and evolve continually. Alongside reflection, I practice gratitude, acknowledging the positive aspects of my life. This habit has cultivated a positive outlook and has significantly improved my overall happiness and satisfaction.

In conclusion, my habits serve as the framework for my daily life. They are the building blocks that shape my character, influence my actions, and guide my journey towards personal and academic growth. While these habits have been beneficial, I am aware of the need for flexibility and adaptation, as change is a constant part of life. As I continue to grow and evolve, I am open to cultivating new habits that contribute positively to my life’s journey.

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• Open access
• Published: 19 August 2024

The impact of study habits and personal factors on the academic achievement performances of medical students

• Mohammed A. Aljaffer 1 ,
• Ahmad H. Almadani 1 ,
• Abdullah S. AlDughaither 2 ,
• Ali A. Basfar 2 ,
• Saad M. AlGhadir 2 ,
• Yahya A. AlGhamdi 2 ,
• Bassam N. AlHubaysh 2 ,
• Osamah A. AlMayouf 2 ,
• Saleh A. AlGhamdi 3 ,
• Tauseef Ahmad 4 &
• Hamza M. Abdulghani 5  

BMC Medical Education volume  24 , Article number:  888 ( 2024 ) Cite this article

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Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.

This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.

A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.

The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement ( p  = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement ( p  = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found ( p  = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p  = 0.08).

The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

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Introduction

Academic performance is a common indicator used to measure student achievement [ 1 , 2 ]. It is a compound process influenced by many factors, among which is study habits [ 2 , 3 ]. Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [ 2 , 3 , 4 ]. Put differently, study habits involve various techniques that would increase motivation and transform the study process into an effective one, thus enhancing learning [ 5 ]. Students’ perspectives and approaches toward studying were found to be the key factors in predicting their academic success [ 6 , 7 ]. However, these learning processes vary from one student to another due to variations in the students’ cognitive processing [ 8 ].

The study habits of students are the regular practices and habits they exhibit during the learning process [ 9 , 10 ]. Over time, several study habits have been developed, such as time management, setting appropriate goals, choosing a comfortable study environment, taking notes effectively, choosing main ideas, and being organized [ 11 ]. Global research shows that study habits impact academic performance and are the most important predictor of it [ 12 ]. It is difficult for medical students to organize and learn a lot of information, and they need to employ study skills to succeed [ 1 , 2 , 5 , 13 ].

Different lifestyle and social factors could affect students’ academic performance. For instance, Jafari et al. found that native students had better study habits compared to dormitory students [ 1 ]. This discrepancy between native and dormitory students was also indicated by Jouhari et al. who illustrated that dormitory students scored lower in attitude, test strategies, choosing main ideas, and concentration [ 10 ]. Regarding sleeping habits, Curcio G et al. found that students with a regular and adequate sleeping pattern had higher Grade Point Average (GPA) scores [ 14 ]. Lifestyle factors, such as watching television and listening to music, were shown to be unremarkable in affecting students’ grades [ 15 , 16 ]. Social media applications, including WhatsApp, Facebook, and Twitter, distract students during learning [ 16 , 17 ].

Motivation was found to be a major factor in students’ academic success. Bonsaksen et al. found that students who chose “to seek meaning” when studying were associated with high GPA scores [ 18 ]. In addition, low scores on “fear of failure” and high scores on “achieving” correlated with a higher GPA [ 8 , 18 ].

Resource-wise, Alzahrani et al. found that 82.7% of students relied on textbooks assigned by the department, while 46.6% mainly relied on the department’s lecture slides [ 19 ]. The study also indicated that 78.8% perceived that the scientific contents of the lectures were adequate [ 19 ]. Another study found that most students relied on the lecture slides (> 83%) along with their notes, followed by educational videos (76.1%), and reference textbooks (46.1%) [ 20 ]. Striking evidence in that study, as well as in another study, indicated that most students tended to avoid textbooks and opted for lecture slides, especially when preparing for exams [ 20 , 21 ].

Several researchers studied the association between different factors and academic performance; however, more is needed to know about this association in the process of education among medical students [ 15 , 20 , 22 ], with some limitations to the conducted studies. Such limitations include the study sample and using self-reported questionnaires, which may generate inaccurate results. Moreover, in Saudi Arabia in particular, the literature concerning the topic remains limited. Since many students are unsatisfied with their performance and seek improvement [ 10 ], the present study was designed and conducted.

Unlike other studies in the region, this study aims to investigate the relationship between study habits and personal factors and measure their influence on academic achievement. The results of this study could raise awareness regarding the effect of study habits and personal factors on students’ performance and would also guide them toward achieving academic success. The study also seeks to identify the factors that distinguish academically successful students from their peers.

Study design, setting, and participants

This observational cross-sectional study, which took place between June and December 2022, was conducted among students attending the College of Medicine at King Saud University (KSU), Riyadh, Saudi Arabia. Its targeted population included all male and female medical students (first to fifth years) attending KSU during the academic year 2021/2022. Whereas, students at other colleges and universities, those who failed to complete the questionnaire, interns (the students who already graduated), and those who were enrolled in the university’s preparatory year, were all excluded from the current study. The sample size was calculated based on a study conducted in 2015 by Lana Al Shawwa [ 15 ]. Using the sample size formula for a single proportion (0.79), the required sample size was 255 using a confidence interval of 95% and a margin of error of 5%. After adding a 20% margin to accommodate non-responses and incomplete responses, the calculated sample size required for this study was 306. However, our research team collected a total of 336 participants for this study to ensure complete representation.

Study instrument

The research team developed and used an electronic questionnaire. The rationale is that no standardized questionnaire measuring the study objectives was found in the literature. However, the questionnaire was tested on a pilot of 15 students to test its clarity and address any possible misconceptions and ambiguity. The study questionnaire was distributed randomly to this cohort, who were asked to fill out the questionnaire. The students reported a complete understanding of the questionnaire’s contents, so the same questionnaire was used without any modifications. The questionnaire, written in English, consisted of three parts. The first part included eleven questions about the socio-demographic status of the participants. The second part contained twenty-one questions examining personal factors such as sleep and caffeine consumption. The last part included twenty-one questions regarding students’ study habits. The questionnaire was constructed based on an ordinal Likert scale which had: strongly agree, agree, neutral, disagree, and strongly disagree as possible answers. The questionnaire was sent to participants through email and social media applications like Twitter and WhatsApp to increase the study response. An informed consent that clearly states the study’s purpose was taken from all participants at the beginning of the questionnaire. In addition, all participants were assured that the collected data would be anonymous and confidential. Each participant was represented by a code for the sole purpose of analyzing the data. Furthermore, no incentives or rewards were given to the participants for their participation.

Study variables

Socio-demographic information (such as age, gender, and academic year), and personal factors (such as motivation, sleeping status, caffeine consumption, and self-management) were the independent variables. Study habits such as attendance, individual versus group study, memorization techniques, revision, learning style, and strategies were also independent variables.

Academic achievement refers to a student’s success in gaining knowledge and understanding in various subjects, as well as the ability to apply that knowledge effectively [ 23 ]. It is a measure of the student’s progress throughout the educational journey, encompassing both academic achievements and personal growth [ 3 , 24 ]. Academic achievement is judged based on the student’s GPA or performance score. In this study, students’ GPA scores, awareness, and satisfaction regarding their academic performance were the dependent variables.

We divided the study sample into two groups based on the GPA. We considered students with high GPAs to be exposed (i.e. exposed to the study habits we are investigating), and students with low GPAs to be the control group. The purpose of this study was to determine why an exposed group of students gets high grades and what study factors they adopt. Based on this exposure (high achieving students), we concluded what methods they used to achieve higher grades. Those in the first group had a GPA greater or equal to 4.5 (out of 5), while those in the second group had a GPA less than 4.5. The students’ data were kept confidential and never used for any other purpose.

Data analysis

The data collected were analyzed by using IBM SPSS Statistical software for Windows version 24.0. Descriptive statistics such as frequency and percentage were used to describe the socio-demographic data in a tabular form. Furthermore, data for categorical variables, including different study habits, motivation factors, memorizing and revising factors, and lifestyle factors, were tabulated and analyzed using the odds ratio test. Finally, we calculated the odds ratio statistic and a p-value of 0.05 to report the statistical significance of our results.

Ethical approval and consent to Participate

Before conducting the study, the research team obtained the Ethics Committee Approval from the Institutional Review Board of the College of Medicine, KSU, Riyadh, Saudi Arabia (project No. E-22-7044). Participants’ agreement/consent to participate was guaranteed by choosing “agree” after reading the consent form at the beginning of the questionnaire. Participation was voluntary, and consent was obtained from all participants. The research team carried out all methods following relevant guidelines and regulations.

The total 336 medical students participated in the study. All participants completed the study questionnaire, and there were no missing or incomplete data, with all of them being able to participate. As shown in Table  1 9.3% of participants were between 18 and 20, 44.9% were between the ages of 21 and 22, and 35.8% were 23–28 years old. In the current study, 62.5% of the participants were males and 37.5% were females. The proportion of first-year students was 21.4%, 20.8% of second-year students, 20.8% of third-year students, 18.2% of fourth-year students, and 18.8% of fifth-year students, according to academic year levels. Regarding GPA scores, 36.9% scored 4.75-5 and 32.4% scored 4.5–4.74. 23.8% achieved 4-4.49, 6.5% achieved 3-3.99, and only 0.4% achieved 2.99 or less. Participants lived with their families in 94.6% of cases, with friends in 1.2% of cases, and alone in 4.2% of cases. For smoking habits, 86.3% did not smoke, 11% reported using vapes, 2.1% used cigarettes, and 0.6% used Shisha. 91.4% of the participants did not report any chronic illnesses; however, 8.6% did. In addition, 83% had no mental illness, 8.9% had anxiety, 6% had depression, and 2.1% reported other mental illnesses.

Table  2 shows motivational factors associated with academic performance. There was a clear difference in motivation factors between students with high and low achievement in the current study. Students with high GPAs were 1.67 times more motivated toward their careers (OR = 1.67, p  = 0.09) than those with low GPAs. Furthermore, significant differences were found between those students who had self-fulfillment or ambitions in life they had ~ 2 times higher (OR = 1.93, p  = 0.04) GPA scores than low GPA students. Exam results did not motivate exposed or high GPA students (46%) or control students with low GPA students (41%), but the current study showed test results had little impact on low achiever students (OR = 1.03, p  = 0.88). Furthermore, 72.6% of high achievers were satisfied with their academic performance, while only 41% of low achiever students were satisfied. Therefore, students who were satisfied with their academic performance had 1.6 times greater chances of a higher GPA (OR = 1.6, p  = 0.08). Students who get support and help from those around them are more likely to get high GPAs (OR = 1.1, p  = 0.73) than those who do not receive any support. When students reported feeling a sense of family responsibility, the odds (odds ratio) of their receiving higher grades were 1.15 times higher (OR = 1.15, p  = 0.6) compared to those who did not feel a sense of family responsibility. The p-value, which indicates the level of statistical significance, was 0.6.

Table  3 shows the study habits of higher achiever students and low achiever students. Most of the high-achieving students (79.0%) attended most of the lectures and had 1.6 times higher chances of getting higher grades (OR = 1.6, p  = 0.2) than those who did not attend regular lectures. The current study found that studying alone had no significant impact on academic achievement in either group. However, those students who had studied alone had lower GPAs (OR = 1.07, p  = 0.81). The current study findings reported 29.8% of students walk or stand while studying rather than sit, and they had 1.57 times higher GPA chances compared to students with lower GPAs (OR = 0.73, p  = 0.27). High achievers (54.0%) preferred studying early in the morning, and these students had higher chances of achieving good GPAs (OR = 1.3, p  = 0.28) than low achiever groups of students. The number of students with high achievement (39.5%) went through the lecture before the lesson was taught. These students had 1.08 times higher chances of achieving than low achiever groups of students. Furthermore, students who made a weekly study schedule had 1.3 times higher chances of being good academic achievers than those who did not (OR = 1.3, p  = 0.37). Additionally, high-achieving students paid closer attention to the lecturer (1.2 times higher). In addition, students with high GPAs spent more time studying when exam dates approached (OR = 1.3, p  = 0.58).

Table  4 demonstrates the relationship between memorizing and revising with high and low GPA students. It was found that high achiever students (58.9%) studied lectures daily and had 1.4 times higher chances of achieving high grades (OR = 1.4, p  = 0.16) than the other group. It was found that most of the high achievers (62.1%) skim the lecture beforehand before memorizing it, which led to 1.8 times higher chances of getting good grades in this exam (OR = 1.8, p  = 0.06). One regular activity reported by high GPA students (82.3%) was recalling what had just been memorized. For this recalling technique, we found a significant difference between low-achieving students (OR = 0.8, p  = 0.63) and high-achieving students (OR = 1.83, p  = 0.05). A high achiever student writes notes before speaking out for the memorizing method, which gives 1.2 times greater chances of getting high grades (OR = 1.2, p  = 0.55) than a student who does not write notes. A major difference in the current study was that high GPA achievers (70.2%) revise lectures more frequently than low GPA achievers (57.1%). They had 1.5 times more chances of getting high grades if they practiced and revised this method (OR = 1.5, p  = 0.13).

Table  5 illustrates the relationship between negative lifestyle factors and students’ academic performance. The current study found that students are less likely to get high exam grades when they smoke. Students who smoke cigarettes and those who vape are 1.14 and 1.07 times respectively more likely to have a decrease in GPA than those who do not smoke. Those students with chronic illnesses had 1.22 times higher chances of a downgrade in the exam (OR = 1.22, p  = 0.49). Additionally, students with high GPAs had higher mental pressures (Anxiety = 1.2, Depression = 1.18, and other mental pressures = 1.57) than those with low GPAs.

Learning is a multifaceted process that evolves throughout our lifetimes. The leading indicator that sets students apart is their academic achievement. Hence, it is crucial to investigate the factors that influence it. The present study examined the relationship between different study habits, personal characteristics, and academic achievement among medical students. In medical education, and more so in Saudi Arabia, there needs to be more understanding regarding such vital aspects.

Regarding motivational factors, the present study found some differences between high and low achievers. Students with high GPA scores were more motivated toward their future careers (OR = 1.67, p  = 0.09). The study also indicated that students who had ambitions and sought self-fulfillment were more likely to have high GPA scores, which were statistically significant (OR = 1.93, p  = 0.04). This was consistent with Bin Abdulrahman et al. [ 20 ], who indicated that the highest motivation was self-fulfillment and satisfying family dreams, followed by a high educational level, aspirations to join a high-quality residency program, and high income. Their study also found that few students were motivated by the desire to be regarded as unique students. We hypothesize that this probably goes back to human nature, where a highly rewarding incentive becomes the driving force of our work. Hence, schools should utilize this finding in exploring ways to enhance students’ motivation toward learning.

The present study did not find a significant effect of previous exam results on academic performance (OR = 1.03, p  = 0.88). However, some studies reported that more than half of the high-achieving students admitted that high scores acquired on previous assessments are an important motivational factor [ 15 , 25 , 26 ]. We hypothesize that as students score higher marks, they become pleased and feel confident with their study approach. This finding shows how positive measurable results influence the students’ mentality.

The present study also explored the social environment surrounding medical students. The results indicated that those who were supported by their friends or family were slightly more likely to score higher GPAs (OR = 1.1, p  = 0.73); however, the results did not reach a statistical significance. We hypothesize that a supportive and understanding environment would push the students to be patient and look for a brighter future. Our study results were consistent with previous published studies, which showed an association [ 3 , 27 , 28 , 29 , 30 ]. We hypothesize that students who spend most of their time with their families had less time to study, which made their study time more valuable. The findings of this study will hopefully raise awareness concerning the precious time that students have each day.

The association of different study habits among medical students with high and low GPAs was also studied in our study. It was noted that the high-achieving students try to attend their lectures compared to the lower achievers. This was in line with the previous published studies, which showed that significant differences were observed between the two groups regarding the attendance of lectures, tutorials, practical sessions, and clinical teachings [ 31 , 32 ]. The present study found that most students prefer to study alone, regardless of their level of academic achievement (82.1%). This finding is consistent with the study by Khalid A Bin Abdulrahman et al., which also showed that most students, regardless of their GPA, favored studying alone [ 20 ].

The present study findings suggest that a small number of students (29.8%) prefer to walk or stand while studying rather than sit, with most being high achievers (OR = 1.57, P  = 0.15). A study reported that 40.3% of students with high GPAs seemed to favor a certain posture or body position, such as sitting or lying on the floor [ 15 ]. These contradictory findings might indicate that which position to adopt while studying should come down to personal preference and what feels most comfortable to each student. The present study also found that high achievers are more likely to prefer studying early in the morning (OR = 1.3, P  = 0.28). The authors did not find similar studies investigating this same association in the literature. However, mornings might allow for more focused studying with fewer distractions, which has been shown to be associated with higher achievement in medical students [ 3 , 15 , 33 ].

Our study also found that 39.5% of the academically successful students reviewed pre-work or went through the material before they were taught it (OR = 1.08, p  = 0.75), and 25% were neutral. Similar findings were reported in other studies, showing that academically successful students prepared themselves by doing their pre-work, watching videos, and revising slides [ 3 , 9 , 34 ]. Our study showed that 75% of high-achieving students tend to listen attentively to the lecturer (OR = 1.2, p  = 0.48). Al Shawa et al. found no significant differences between the high achievers and low achievers when talking about attending lectures [ 15 ]. This could be due to the quality of teachers and the environment of the college or university.

Regarding the relationship between memorizing and revising with high and low GPA students, the present study found that students who study lectures daily are more likely to score higher than those who do not (OR = 1.4, p  = 0.16). This finding is consistent with other studies [ 3 , 19 , 35 ]. For skimming lectures beforehand, an appreciable agreement was noted by high GPA students (62.1%), while only (42%) of low GPA students agreed to it. Similarly, previous published studies also found that highlighting and reading the content before memorization were both common among high-achieving students [ 15 , 36 ]. Furthermore, the present study has found recalling what has just been memorized to be statistically significantly associated with high GPA students (OR = 1.83, p  = 0.05). Interestingly, we could not find any study that investigated this as an important factor, which could be justified by the high specificity of this question. Besides, when it comes to writing down/speaking out what has just been memorized, our study has found no recognizable differences between high-achieving students (75%) and low-achieving students (69%), as both categories had remarkably high percentages of reading and writing while studying.

The present study has found no statistical significance between regularly revising the lectures and high GPA ( p  > 0.05), unlike the study conducted by Deborah A. Sleight et al. [ 37 ]. The difference in findings between our study and Deborah A. Sleight et al. might be due to a limitation of our study, namely the similar backgrounds of our participants. Another explanation could be related to curricular differences between the institutions where the two studies were conducted. Moreover, a statistically significant correlation between not preferring the data being presented in a written form instead of a graphical form and high GPA scores have been found in their study ( p  < 0.05). However, a study conducted by Deborah A. Sleight et al. indicated that 66% of high achievers used notes prepared by other classmates compared to 84% of low achievers. Moreover, their study showed that only 59% of high achievers used tables and graphs prepared by others compared to 92% of low achievers. About 63% and 61% of the students in their study reported using self-made study aids for revision and memory aids, respectively [ 37 ].

The present study also examined the effects of smoking and chronic and mental illness, but found no statistical significance; the majority of both groups responded by denying these factors’ presence in their life. A similar finding by Al Shawwa et al. showed no statistical significance of smoking and caffeine consumption between low GPA and high GPA students [ 15 ]. We hypothesize that our findings occurred due to the study’s broad approach to examining such factors rather than delving deeper into them.

High-achieving students’ habits and factors contributing to their academic achievement were explored in the present study. High-achieving students were found to be more motivated and socially supported than their peers. Moreover, students who attended lectures, concentrated during lectures, studied early in the morning, prepared their weekly schedule, and studied more when exams approached were more likely to have high GPA scores. Studying techniques, including skimming before memorizing, writing what was memorized, active recall, and consistent revision, were adopted by high-achievers. To gain deeper insight into students’ strategies, it is recommended that qualitative semi-structured interviews be conducted to understand what distinguishes high-achieving students from their peers. Future studies should also explore differences between public and private university students. Additionally, further research is needed to confirm this study’s findings and provide guidance to all students. Future studies should collect a larger sample size from a variety of universities in order to increase generalizability.

Limitations and recommendations

The present study has some limitations. All the study’s findings indicated possible associations rather than causation; hence, the reader should approach the results of this study with caution. We recommend in-depth longitudinal studies to provide more insight into the different study habits and their impact on academic performance. Another limitation is that the research team created a self-reported questionnaire to address the study objectives, which carries a potential risk of bias. Hence, we recommend conducting interviews and having personal encounters with the study’s participants to reduce the risk of bias and better understand how different factors affect their academic achievement. A third limitation is that the research team only used the GPA scores as indicators of academic achievement. We recommend conducting other studies and investigating factors that cannot be solely reflected by the GPA, such as the student’s clinical performance and skills. Lastly, all participants included in the study share one background and live in the same environment. Therefore, the study’s findings do not necessarily apply to students who do not belong to such a geographic area and point in time. We recommend that future studies consider the sociodemographic and socioeconomic variations that exist among the universities in Saudi Arabia.

Availability of data materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Grade Point Average

King Saud University

Institutional review board

Statistical package for the social sciences

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Aljaffer, M.A., Almadani, A.H., AlDughaither, A.S. et al. The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Med Educ 24 , 888 (2024). https://doi.org/10.1186/s12909-024-05889-y

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How many times a day you poop can tell you a lot about your long-term health, study finds

You may be able to tell a lot about your health from how often you poop.

“In the scientific literature, we see strong associations between bowel movement frequency abnormalities (constipation, in particular) and chronic diseases, like neurodegeneration and chronic kidney disease,” Dr. Sean Gibbons, associate professor at the Institute for Systems Biology in Seattle, tells TODAY.com in an email.

Many health conditions, like irritable bowel syndrome, ulcerative colitis and celiac disease, generally manifest with changes to our poop habits, adds Dr. Will Bulsiewicz, gastroenterologist, bestselling author, and U.S. medical director of science and nutrition company  ZOE .

But what comes first: chronic disease or gut problems?

It’s unclear if people with chronic disease simply have bowel movement abnormalities, or if constipation and diarrhea are risk factors for later developing chronic disease.

A new study aim to help better understand this association.

What did the study find?

The study, published in Cell Reports Medicine , examined how often about 1,400 healthy American adults had bowel movements and how the frequency may be related to gut bacteria and chronic disease.

Of the participants, 83% were white with ages ranging from 19 to 89 years old; 65% were female, and the average body mass index was in the overweight range at 27.

The researchers analyzed the participant’s stool, collected blood samples and surveyed the participants on their dietary habits, exercise and stress levels.

They found markers of reduced organ function in those who had abnormal bowel movement frequencies, suggesting that when we have difficult time in maintaining a normal bowel movement frequency, this may be a risk factor for the development of chronic disease.

The study found the “Goldilocks zone” of bowel movements for a healthy lifestyle and possibly reducing risk of chronic disease was one to two bowel movements every day, Gibbons, the corresponding author of the study, says.

Researchers found possible health risks from both constipation and regular diarrhea.

When people were constipated, bacteria in the gut fermented proteins, creating toxins that made their way into the bloodstream. Several of these toxins have been associated with chronic disease and kidney dysfunction, says Gibbons.

On the other hand, diarrhea was associated with "higher levels of inflammation and blood markers of reduced liver function,” he adds.

The team also found participants who reported depression or anxiety were more likely to be constipated.

One of the main limitations of the study is that it only shows an association with a good bowel regimen and healthy  germs in the gut; it does not prove a good bowel regimen actually causes a change in germs in our gut.

“So with this study, we’re able to say that constipation was associated with changes in the microbiome, but we’re not able to say that constipation is the cause of those changes in the microbiome,” says Bulsiewicz, who was not part of the study.

How to improve your poop habits

The most actionable takeaway from the study is to increase your fiber intake , Bulsiewicz says.

“95% of Americans are deficient in fiber,” he continues. “Fiber helps to normalize our bowel movements and get us into that sweet spot where the gut microbiome is optimally healthy and our bowels are moving at just the right pace, without diarrhea or constipation.”

Increasing your water intake and exercising regularly can also improve your bowel frequency, the study found.

Mild constipation can often be treated with the simple lifestyle measures of consuming more fiber, drinking water and getting more exercise, Bulsiewicz notes.

Another takeaway is to keep track of how often you go to the bathroom. The study supports previous research that shows there are consequences when your poop frequency is abnormal, according to Bulsiewicz.

The study provides preliminary evidence that maintaining a “normal” bowel movement frequency, such as between three times a week and three times a day, is important to reducing the risk of chronic disease, Gibbons says.

Gibbons also recommends optimizing your bowel regimen with:

• Fermented foods
• Increasing the intake of whole plants in the diet

When to see a doctor about your poop habits

“If you see blood in your stool, that’s a reason to seek immediate care,” Bulsiewicz says.

Blood in the stool can look red, maroon or black, depending on where the blood is coming from and how much a person is bleeding. Any color of blood in your stool is reason to see a doctor.

Experts also recommend seeing a doctor if you encounter any of these symptoms:

• Diarrhea or constipation over days that does not seem to be improving
• Significant change in your bowel movements, such as pencil shaped stools
• Fever, especially paired with bleeding or prolonged diarrhea or constipation
• Symptoms of dehydration, such as dizziness, especially after prolonged diarrhea
• Constant abdominal pain
• Nausea or vomiting, especially with constipation
• Waking up at night to go to the bathroom

Dr. Shiv Sudhakar is a contributing writer for TODAY.com. After writing short stories in medical school, he learned humor really is the best medicine. Being a doctor inspires him to write stories that educate people to learn more about their body and health. As an infectious disease specialist, he has a particular interest in bugs and drugs. He also works in addiction medicine and is passionate about combating homelessness, decreasing substance abuse, improving mental health and elevating extraordinary stories from everyday people.

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