Challenging Stereotypes: Exploring the Influence of Sociodemographic Factors and Study Habits on College Students' Academic Achievement

Academic achievement relies on the quality of study routines, which, in turn, are influenced by various sociodemographic factors. Most studies on study behaviors concentrate on medical and nursing undergraduates, with minimal exploration of students from alternative professional domains. This study seeks to discern correlations and notable distinctions between study practices and socio-demographic indicators among college attendees. A comparative descriptive approach was adopted, encompassing 287 students aged 17 to 25 years. The Study Habits Perception Scale served as the assessment tool. Findings reveal that 36.6% exhibit subpar performance in learning orientation, 43.6% demonstrate inadequate organizational skills, and 49.5% struggle with time management for academic tasks. Relationships between study patterns and age, as well as the chosen field of study, are observed. Students aged 21 to 25 exhibit more refined study habits, whereas those enrolled in sociology and health sciences tend to display enhanced proficiency in study methods. It is acknowledged that contextualizing the outcomes within the study's specific framework is imperative, considering socio-economic, motivational, and familial influences on study habits. Furthermore, the necessity to evaluate the educational milieu and its potential impact on students' readiness and capacity to study effectively is underscored.