Perceptions of studying during adolescence: student typologies and the relationship with attainment

This research explores perceptions of studying among students taking public examinations at age 16. Cluster analysis was used to classify 826 Year 11 students, in their final year of compulsory schooling, according to their study typology. Pupils were drawn from eight outer London schools and completed a self-report questionnaire to assess perceptions of studying. The analysis revealed six distinctive groups with differences in the use of metacognitive, effort-management, time-management and study strategies. The groups differed in relation to attainment and the amount of homework that students reported completing. Clusters were identified with poor students, who had become disengaged with their studies, and hard working students, who valued the task and adopted a variety of strategies. Other clusters displayed poor time management strategies, use of planning and organisational strategies. For the future, it appears important to understand characteristics that are exhibited by individual students, if all are to be assisted in achieving their potential.