Hábitos de estudio y percepción del rendimiento académico en universitarios ecuatorianos: un estudio transversal correlacional

The research analyzed study habits and their relationship with academic performance in Ecuadorian university students. A cross-sectional quantitative design was used with a structured questionnaire consisting of 15 Likert-scale items and open-ended questions. The sample included 612 students from a population of 1,336. The analyses comprised descriptive statistics, internal reliability (α = .885), principal component analysis, and correlations with the self-reported grade point average. The results showed strengths in intrinsic motivation (84.4% agreed with “I am motivated to learn”), perseverance when facing difficult content (81.8%), and the habit of taking regular notes (81.1%). However, significant weaknesses in self-regulation were identified: only 46.6% reported getting enough sleep and 53.3% stated that they avoided digital distractions while studying. Likewise, nearly one-third of the students did not plan their study time using schedules nor employed active techniques (summaries, concept maps). Academic stress appeared as a critical factor: 70.7% declared feeling frequently stressed by academic workload. The self-reported average grade was 8.13/10, with no significant differences by gender or employment status. Nonetheless, variations in habits were found: women tended to use more active techniques and avoid distractions, while working students reported less availability of time and suitable study environments. Correlations between habits and performance were weak (r = .09, p > .05), suggesting that other factors such as stress and contextual conditions mediate this relationship. The findings support the need for institutional interventions aimed at fostering study techniques, self-regulation, and stress management