Teachers’ practices in supporting the learning habits of first graders in Hungary

Abstract Learning habits play a crucial role in children’s development and future progress, and teachers serve as role models in this respect. This study aims to explore teachers’ practices in supporting first graders’ learning habits and their attitudes toward the importance of these habits. A quantitative, cross-sectional, and correlational research design was used, involving 560 Hungarian primary school teachers who helped children practice their learning habits in school contexts. A learning habit assessment inventory was administered to assess teachers’ practices for developing children’s learning habits. The instrument assesses two aspects: frequency and the perceived importance of teachers’ practices related to children’s learning habits. It was first validated with a variety of statistical analyses, and the findings showed that teachers’ actions (frequency) are closely guided by their beliefs (perceptions of importance) when creating effective learning habit practices for children. No significant differences were found in children's learning habits across teaching experiences and school contexts. However, teachers’ qualifications and their attitudes toward the importance of learning habits are significant predictors of children’s learning habit development. This study contributes to a better understanding of the factors influencing the development of children’s learning habits and highlights the crucial role of teachers’ beliefs and qualifications.