Development of learning habit scale and situational analysis of japanese junior high school student learning habits

Abstract

A scale to assess junior high school student learning habits was developed and the relationship between learning habits and academic achievement was evaluated using this scale. Junior high school students responded to a questionnaire consisting of 17 questions. Results of factor analysis using the maximum likelihood method and promax rotation identified two factors: learning habits at home and learning habits in class. Learning habits at home and learning habits in class had effects on academic achievement, Learning habits in class were more effective. These results suggest that differences in developing and maintaining learning habits at home and in class affect academic achievement.