Habits and attitudes of students “low academic performance”: an observational research on study skills

Abstract

The research examines the relationship between students with low academic performance and perceived efficacy study in two of the school year, and at the beginning and at the end, to see
“at a distance” of twelve months in the absence of specific interventions triggered by the teachers what happens on the level of skills and attitudes towards the study. It was considered appropriate to conduct two surveys to monitor the spontaneous development of study skills in specific learning contexts and subjects with poor performance to better understand the role played by certain factors in the link between goals , habits, and attitudes and school failure in order to allow teachers in training to identify appropriate strategies to intervene in the teaching. The research is part of that strand of literature that sees the possibility of identifying the risk factors relating to the process of acquisition of study skills in students with low mastery and low academic
success attending the school in the second grade, regardless of the type of school in question, that have common traits and characteristics on which it appears necessary to intervene
with educationally appropriate training programs related to the study of strategic skills in in order to limit the phenomena of school leavers and drop-out.