Study Habits and Text Comprehension in University Students: A Bibliometric Analysis

Abstract

The article addresses the complex cognitive task of understanding reading and developing effective study habits, highlighting the influence of the reader's creativity, the intertextual connection and the action of reading as an interpretative process. It highlights the problems in university teaching, with students coming from basic educational levels, which impacts on their academic performance. Factors such as motivation and academic procrastination are mentioned, as well as worrying results in PISA evaluations regarding reading comprehension in Peru. The methodology employed includes the search and analysis of scientific articles on study habits and text comprehension, using Scopus and VOSviewer. The results and discussions reveal the relationship between study habits and academic performance, highlighting the importance of favorable attitudes towards study. In addition, a bibliometric analysis is presented showing the academic production in these topics, with emphasis on Spain. In the conclusions, it is suggested to implement specific strategies to improve the comprehension of critical texts, despite the fact that the evidence on study habits is already considerable. Further studies with more representative samples are recommended to better understand the relationship between study habits and comprehension of critical texts.