Students’ Study Habits and Academic Success: A Correlational Analysis

Abstract

This research examines the relationship between study habits and academic success among EFL students studying at the University of Sulaimani. The main objectives of the research are to detect the correlation between the identified variables, examine the strength of these relationships, identify those study habits most associated with academic success and explore students’ perceptions of academic success. A mixed- methods correlational design was employed.  A stratified random sample of 200 undergraduate EFL students from the English Department during the 2025-2026 academic year was selected. In addition, purposive sampling was used to select the interviewees. Data were collected through the Study Habits Questionnaire (SHQ) and a researcher-made 8-item Academic Success Scale (ASS) and semi-structured interviews. They were checked through content validation and Cronbach's alpha test and demonstrated high internal consistency. Quantitative data were subjected to statistical analysis using SPSS, while qualitative data were analyzed using thematic analysis. The results indicated a statistically significant moderate to strong positive correlation between study habits and academic success. The strength of the relationship was found to be moderate to high, thus demonstrating that study habits are significantly related to academic success. In addition, time management, regular revision and organizing notes were the strongest predictors of success, while poor planning and procrastination were found to correlate with lower levels of academic success. The findings of the thematic analysis showed that the EFL students viewed academic success as a multi-dimensional construct encompassing not only good grades but also self-discipline, improvement, good learning techniques, and academic challenges.