Motivation for Learning and Study Habits: Empirical Evidence from Mexico

Abstract

In upper secondary education, study habits and motivation relate closely to academic performance and student persistence. This study examined the relationship between study habits and motivation for learning among high school students. A quantitative approach with a descriptive–correlational scope guided the research, using nonprobabilistic convenience sampling; the sample included 224 students aged 15 to 18. Data collection relied on the HEMA questionnaire (70 dichotomous Yes/No items). Female students reported more consistent study habits than their male counterparts, particularly regarding time organization and exam preparation. With respect to motivation, favorable levels emerged in focus/study orientation (90.2%), time valuation (87.1%), and confidence in learning (84.4%), whereas reflection on learning (37.9%) and creative–critical attitude (49.1%) lagged behind. Statistical testing indicated a very strong positive association between study habits and motivation (r = .856, p < .001). The study contributes empirical evidence of this relationship at the high school level and supports the diagnostic relevance of the HEMA within a regional context in Sonora. Overall, strengthening motivation toward learning aligns with greater consolidation of effective study habits; therefore, the study recommends implementing interventions that enhance intrinsic motivation, self-regulation, and study strategies, with particular emphasis on metacognitive competencies to consolidate learning and improve academic performance.