EVALUATION OF THE RELATIONSHIP BETWEEN STUDENTS' STUDY HABIT AND ACADEMIC PERFORMANCE

ABSTRACT This study examines the relationship between students’ study habits and their overall academic performance through a systematic literature review using the PRISMA method. Data were extracted from 27 peer-reviewed articles retrieved from the Scopus database, with selection criteria including publication between 2000 and 2024, relevance to social sciences, arts, and humanities, and publication in English. The research explores key factors influencing reading proficiency, including cognitive and linguistic aspects such as vocabulary knowledge and executive function. Additionally, it investigates the role of teacher-student interactions and instructional support in enhancing reading skills and academic performance. The study also assesses the impact of socioeconomic background on students' reading abilities and academic success. Furthermore, it evaluates the effectiveness of various interventions and strategies aimed at improving reading skills for better academic achievement. Findings suggest that strong reading proficiency is positively correlated with higher academic performance, emphasizing the need for targeted instructional strategies and policy interventions. The study contributes to the existing body of knowledge by synthesizing insights from diverse educational contexts, offering a comprehensive understanding of how reading skills shape students' academic trajectories. By addressing cognitive, pedagogical, and socioeconomic dimensions, this research underscores the importance of holistic educational approaches to foster reading development and enhance academic success. The findings highlight the necessity of evidence-based interventions and suggest further research to refine instructional methodologies that bridge literacy gaps and promote academic excellence. Keywords: Academic Achievement, Reading, Students and Habit