This study is a replication and extension of previous studies investigating the relationship between secondary and post-secondary students' thoughts about achievement and their study habits (Jones, Slate, Marini, & DeWater, 1993; Kovach, Wil gosh, & Stewin, 1999). The methodology is replicated, and the findings are extended to high school students enrolled in an urban Western Canadian setting. As well, focus group interviews were conducted to further explore student perceptions. The findings indicate that students with a more incremental view of intelligence reported better study habits. Similarly, students who reported liking school more or who considered themselves to be good students all reported better study habits. High school students, however, indicated that they perform less than 50% of the study ha bits identified in the Study Habits Inventory-High School (SHI-HS). A positive correlation was observed between students' reported grades, their study habits, and their thoughts about achievement. These findings are consistent with previous re search by Jones and his associates as well as the present research team.
RESULTS AND DISCUSSION
SUMMARY AND CONCLUSIONS