Factors that enhance academic learning and study behaviours: A qualitative study

This exploratory study examined students’ conceptions of factors that enhance the use and application of academic learning and study strategies (LSS). A qualitative approach was used to explore the conceptions of 23 first-year university students (female = 14; age range = 18–24 years). Data were collected using unstructured interviews and narrative sketches. Thematic analysis revealed three themes; namely clarity, emotional intelligence, and life circumstances. LSS clarity showed that knowledge of the self as a learner and well-defined educational goals can enhance engagement in the academic study process. Emotional intelligence as LSS referred to the importance of self-management and emotional regulation; while life circumstances in LSS emphasised the impact of real world challenges that affect the learning process. Student development counselling for LSS should consider the extent to which students have a sense of clarity, emotional intelligence, and life orientation important for their education success.