Should I Study or Take a Break? Students' Use and Perceptions of Study Breaks
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| Title: | Should I Study or Take a Break? Students' Use and Perceptions of Study Breaks |
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| Language: | English |
| Authors: | Kathryn L. Hamilton, Alicia A. Stachowski |
| Source: | Journal of the Scholarship of Teaching and Learning. 2025 25(2):133-154. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Study Habits, Undergraduate Students, Student Behavior, Time Management, Academic Achievement, Activities, Prediction, Student Attitudes |
| ISSN: | 1527-9316 |
| Abstract: | Research on study habits among college students demonstrates a difference between what students should do and what they actually do. We sought to understand students' break-taking habits and perceptions within the context of study behaviors. One hundred and sixteen undergraduate students responded to a survey of their study break-taking behaviors, perceptions of study break-taking, personality, perceptions of rejuvenation and multitasking tendencies. Results suggest students vary in their study behaviors, including breaks, and break activities, and frequency and duration of breaks based on the study task. Conscientiousness negatively predicted frequency and duration of breaks from some activities. Students recognized benefits of break-taking through qualitative and quantitative assessments. Students reported disagreement with drawbacks tied to academic performance in quantitative items but spoke to drawbacks in their process of break-taking and studying in qualitative reports. Several advantages and drawbacks of break-taking predicted students' perceptions of rejuvenation positively and negatively, respectively. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478323 |
| Database: | ERIC |
| Abstract: | Research on study habits among college students demonstrates a difference between what students should do and what they actually do. We sought to understand students' break-taking habits and perceptions within the context of study behaviors. One hundred and sixteen undergraduate students responded to a survey of their study break-taking behaviors, perceptions of study break-taking, personality, perceptions of rejuvenation and multitasking tendencies. Results suggest students vary in their study behaviors, including breaks, and break activities, and frequency and duration of breaks based on the study task. Conscientiousness negatively predicted frequency and duration of breaks from some activities. Students recognized benefits of break-taking through qualitative and quantitative assessments. Students reported disagreement with drawbacks tied to academic performance in quantitative items but spoke to drawbacks in their process of break-taking and studying in qualitative reports. Several advantages and drawbacks of break-taking predicted students' perceptions of rejuvenation positively and negatively, respectively. |
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| ISSN: | 1527-9316 |
