 The original SSHA created in 1953 by Brown and Holtzman is a questionnaire containing 75 items that assess a student’s study methods using four scales: work methods, delay avoidance, teacher approval, and educational acceptance. Though the SSHA is often used in research, the verification of this scale is not possible.

•Work methods: organization, effective use of time, study procedures, efficiency

•Delay avoidance: ability to complete assignments on time and resist distractions

•Teacher approval: attitudes and opinions of teacher, teacher approval, student belief of teacher’s bias

•Educational acceptance: level of importance placed on academics, approval of course objectives
. 

The Survey of Study Habits and Attitudes (SSHA)

One of the first ways to measure study habits was created by Wrenn and Humber in 1933. Though originally designed for men, the inventory was later modified for women as well. The inventory evaluates the effectiveness of a student’s note taking, reading techniques, concentration, and time continuously spent studying individually or within a group. This inventory also assesses the level of exam stress a student experiences and the degree to which a student plans their answers. The Wrenn Study Habits Inventory uses a 3-point Likert scale and consists of 28 questions measuring how often a student engages in particular behaviors. 

Wrenn Study Habits Inventory

The SAI is a modified version of The Survey of Study Habits and Attitudes adapted for British students. Created by Entwistle, Thompson, and Wilson in 1974, the SAI consist of 47 true or false questions that considers a student’s motivation, study methods, exam technique, and level of distraction.

Students Attitudes Inventory (SAI)

The Learning and Study Strategy Inventory was developed in 2002 by Weinstein and Palmer. Consisting of 80 items measuring the extent to which a student uses strategic learning pertaining to their study skills, will, and self-regulation, the LASSI uses a 5-point scale in which student’s report the degree to which a statement is true of them.  

•The study skills component of the inventory evaluates methods used to process information, summarize concepts, and strategize test taking.

•The scale for will measures the level of a student’s anxiety, attitude, and motivation.

•The scale for self-regulation assesses a student’s concentration, time management ability, self-testing skills, and study aid use.
	 


Learning and Study Strategy Inventory (LASSI)

•	Wrenn Study Habits Inventory

•	The Survey of Study Habits and Attitudes (SSHA)

•	Students Attitudes Inventory (SAI)

•	Learning and Study Strategy Inventory (LASSI)


Michigan State University

How students/people use educational material to learn, often with the goal of doing well on an exam or quiz.

Study habits 

 E D Fitkov-Norris and A Yeghiazarian 2013 J. Phys.: Conf. Ser. 459 012022

Measuring Study Habits in Higher Education: The Way Forward?

In general, men and women have differing habits when studying.

Gender and study habits

Blocked studying occurs when an entire time slot is devoted to one concept/ group of information. Blocked studying allows for quicker immediate learning with less long term retention. 

Blocked Studying

A learning task that requires a considerable but desirable amount of effort, thereby improving long-term performance.

Examples:

- Interleaving Materials
- Spacing Studying
- Generation Effect
- Retrieval practice (testing)
- Varying Study Conditions

Desirable Difficulties

Pulling from the Latin roots "*pro*" (meaning forward, forth, in favor of) and "*crastinus*" (of tomorrow), procrastination is an irrational, but voluntary decision to delay an intended behavior or task.
- *Irrationality* is defined as "... choosing course of action[,] despite expecting that it will not maximize your utilities..."
- *Intended* is defined as something that one wants to interact with; the avoidance of random or irrelevant tasks would not be considered procrastination.

Procrastination

One research study published in 2018 looks at how students tend to struggle in STEM courses, especially students of underrepresented minorities (URM). This study focuses on decreasing the achievement gap between URM (Latino, African-American, and Native American students) and non-URM (white and Asian students) groups by implementing interventions that impart studying strategies, such as spacing and self-testing, to see if the students' course grades improve. The reason for this intervention is to teach students who do not know how to study on their own how to do it effectively for STEM courses. 

Study Methods of Students in STEM Courses 

Learning strategies are essentially different methods of studying or various types of study habits. Dunlosky et al. categorized each study habit into one of three utilities based on generalizability and effectiveness (if it really improves learning): high, moderate and low.

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