Should I Study or Take a Break? Students’ Use and Perceptions of Study Breaks
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| Publicado en: | Journal of the Scholarship of Teaching and Learning vol. 25, no. 2 (2025) |
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Indiana University Press
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| Acceso en línea: | Citation/Abstract Full Text - PDF Full text outside of ProQuest |
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| 003 | UK-CbPIL | ||
| 022 | |a 1527-9316 | ||
| 024 | 7 | |a 10.14434/josotl.v25i2.36596 |2 doi | |
| 035 | |a 3228018564 | ||
| 045 | 2 | |b d20250401 |b d20250630 | |
| 100 | 1 | |a Hamilton, Kathryn L | |
| 245 | 1 | |a Should I Study or Take a Break? Students’ Use and Perceptions of Study Breaks | |
| 260 | |b Indiana University Press |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Research on study habits among college students demonstrates that there is 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 benefits and drawbacks of break-taking predicted students’ perceptions of rejuvenation positively and negatively, respectively. | |
| 653 | |a Exercise | ||
| 653 | |a Physical fitness | ||
| 653 | |a Work environment | ||
| 653 | |a Workloads | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Classrooms | ||
| 653 | |a Multitasking | ||
| 653 | |a Academic achievement | ||
| 653 | |a College students | ||
| 653 | |a Fatigue (Biology) | ||
| 653 | |a Arithmetic | ||
| 653 | |a High Achievement | ||
| 653 | |a Activity Units | ||
| 653 | |a Study Skills | ||
| 653 | |a Individual Differences | ||
| 653 | |a Student Participation | ||
| 653 | |a Cognitive Tests | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Lecture Method | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Periodicals | ||
| 653 | |a Study Habits | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Test Preparation | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Stachowski, Alicia A | |
| 773 | 0 | |t Journal of the Scholarship of Teaching and Learning |g vol. 25, no. 2 (2025) | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3228018564/abstract/embedded/2AXJIZYYTBW5RQEH?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3228018564/fulltextPDF/embedded/2AXJIZYYTBW5RQEH?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1478323 |