Konradt, Oliver (2022) Do Study Habits Acquired at Secondary School Persist? The Effect of Transitioning to University and Different Assessment Methods. Bachelor thesis, Psychology.
|
Text
OK_Konradt_BachelorThesis.pdf Download (434kB) | Preview |
Abstract
As habitual creatures, students are bound to repeat what they repeatedly practiced. However, the transition from secondary school to university may constitute a cue-breaking experience, and thus previously acquired study habits may not persist. Then, if old habits are broken, the opportunity to nudge students towards better and more effective habits may arise. Therefore, this thesis aimed to investigate whether study habits acquired at secondary school persist and whether students change their study habits in response to formative (i.e., courses including mandatory assignments) or summative (i.e., courses including a final exam but no mandatory assignments) assessment. For this purpose, 211 students, majoring in Psychology at the University of Groningen, had been sampled and administered a questionnaire. The results obtained show that most students do abandon their old study habits and improve upon them during the course of their program. Moreover, a significant difference between the two assessment methods was found. The evidence indicates that formative assessment aids students in increasing their study frequency, perceived appropriateness of study habits, and satisfaction with their study habits. Keywords: study habits, habit formation, transition experience, formative assessment, summative assessment
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Sarampalis, A. |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 21 Feb 2022 11:10 |
| Last Modified: | 21 Feb 2022 11:10 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/218 |
Actions (login required)
 |
View Item |