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 |
|---|---|
| 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 |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFDYDdHPOZXrrSISJ5AvxndAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKcOhm-t0Wts6nVgUwIBEICBm9an2JdfPQmb4EQtvQql1bCPMlOBXlF0xuqOgTOhUrWf7-cjV68fZDbc2eYjmtkpcZsGS8WSME1GOK1dHt7T3UEDlbsAX0DFUK8kBaeZ3sC2BUdyeLA3iVYh_rS0DZuianzb2bBmZqLZZJxd_CaGivhira5WC878Pc0wIIgGlXSCdzJx8hBaW2DGmP9sjI5JJNXQusyKMF3mrpm3 Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1478323 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1478323 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Should I Study or Take a Break? Students' Use and Perceptions of Study Breaks – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kathryn+L%2E+Hamilton%22">Kathryn L. Hamilton</searchLink><br /><searchLink fieldCode="AR" term="%22Alicia+A%2E+Stachowski%22">Alicia A. Stachowski</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2025 25(2):133-154. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Activities%22">Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1527-9316 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1478323 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 133 Subjects: – SubjectFull: Study Habits Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Time Management Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Activities Type: general – SubjectFull: Prediction Type: general – SubjectFull: Student Attitudes Type: general Titles: – TitleFull: Should I Study or Take a Break? Students' Use and Perceptions of Study Breaks Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kathryn L. Hamilton – PersonEntity: Name: NameFull: Alicia A. Stachowski IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1527-9316 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Journal of the Scholarship of Teaching and Learning Type: main |
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