Creating New Habits for Learning

Habits

Habits are defined as a routine automatic behaviour that is repeated regularly by situational cues. They are part of an individuals practice or regular tendency and are a learned response. They operate in the background with some studies suggesting that up to 40% of the daily choices we make are unconscious. There is a mental context-behaviour component assuming the extent the context triggers an impulse to perform the habitual behaviour without awareness, cognitive effort or intention. Habit formation reduces demand on memory and attention and behaviour is regulated more by habit than conscious intention.

Habits are very difficult to "give up" as they occur as an automatic reaction to a particular situation. Since habits have a behavioural component, there is a direct relationship with self-control behaviour. Those who rely on good habits generally have better successes at self-control. In contrast, those who are less successful in controlling their behaviours tend to revert to effortless, habitual behaviour frequently bad habits. In general, those who have established good habits have an increased chance to succeed in various aspects of their life.

Building up good habit is a fundamental issue for human life because our behavior is largely affected by our habits. The same goes for the reverse: problems and failure can become habits too. Those who have formed good habits have higher chance to excel in various aspects of life.

Goals vs. Habit

Many people mistake goals and habits as interchangeable entities. Goals rely on extrinsic motivation, while habits are automatic. Goals are usually big and important, while habits feel insignificant and small. Goals have an endpoint, and habits can continue throughout life. Habits are more long term than goals. When you focus on goals and achieve them, you may not continue with the work it initially took to achieve the goal. Conversely, small daily habits compound over time, you may end up going further than your original goal.

Goal-directed activities are quickly acquired and modulated by their outcome. Habitual actions are reflexive in nature instigated by previous stimuli versus consequences.

Goals are desired future state coupled with activities that will encourage the attainment of that outcome. Goals are typically something an individual wants but finds difficulty achieving even if it is possible. In the pursuit of a goal, an individual will perform something different than they have before.In order to achieve the goal, the individual can rely on a variety of responses and flexibility in their action to target the outcome.

Habits, on the other hand rely on repeated experiences that form with practice and develop gradually. Habits may act on goals or be completely independent from current goals. Habits are not goal dependent.A habit my be originally triggered by a goal, however, eventually that goal becomes less necessary and the habit becomes automatic. Goal-directed behaviours practiced on a routine basis can form habits.

The chart below was provided by Michael Rowe to provide examples of goals versus habits. The chart was adapted from Clear, J. Atomic habits: an easy & proven way to build good habits & break bad ones. Penguin: Avery. 2018:

Goals	Habits
Long-Term "I want to pass my final exams"	Short-Term "I want to review my notes today"
Abstract "I want to be better at anatomy"	Concrete "I want to describe the intraarticular surface of the tibifemoral joint without referring to my notes"
Focus on Product (end point) "I want to pass my final exams"	Focus on process (continuous) "I want to be a lifelong learner"
External Factors "I don't get on with my lecture"	Internal factors "I am in control of my habits"

Habit Formation

abit formation is the process by which new behaviors become automatic (Bargh 1994). A habit is a regularly repeated behavior pattern: a routine that is practiced frequently and hard to stop. Habit formation is the process by which new behaviors become automatic (Bargh

Research shows that behaviour is likely to more habitual (habit formation) when it is consistently and frequently performed in the same example or context. When the frequency co-occurence of behaviour and context initiates an association behaviour is more likely to guided in the future. Therefore, when one confronts a context that is associated with a certain behaviour, this context will automatically prompt an associated behaviour. This desired behaviour will be effortless when the habit is formed. The process of habit formation is variable in the amount of effort required. Some individuals can create new habits as soon as 18 days while others may need 6 months. With habit formation, habit strength increases steeply at first and then begins to level off. Habits formation tends to be stronger with the following factors:

• frequency and consistency of desired behaviour
• rewarding nature of the behaviour
• comfortable environment
  • no obstacles or threats
• easier behaviours
  • rather than difficult or complex behaviours
• self control
  • inhibition of short-term temptations along with initiating new behaviour takes effortful self-control especially early on in habit formation

Habit Classification

There are three types of habits. They can be classified into three categories as seen below:

1. motor habits: an individuals muscular activities
   • walking, running, sitting, standing, particular postures
2. intellectual/cognitive: psychological process
   • logical thinking, observation, reasoning
3. character: various inner traits
   • time management, hardworking, trusting others
   • also referred to as emotional habits as they express feelings and emotions

Habit Loop

There are three components to forming a habit which make up the habit loop. The three elements of a habit are cue environment, routine, and reward.

1. cuing environment (place, time, people, or behavioural)
2. routine (repetitive pattern of activities)
3. harmony (an outcome of activating the habit)

Cuing Environment

Habits are initiated by the cuing environment. The cuing environment (place, people, time, etc.) can serve as the trigger to automatic behaviour or habit formation. When an environmental trigger and habit are linked, the individual has the urge to perform the automatic behaviour perhaps even unconsciously. This behaviour could be so ingrained to the environment that you may forget you even did it. An example of of a cuing environment would be waking up in the morning and brushing your teeth.

Two types of cuing environment can take place:

1. direct cuing: repeated associated between environment and routine
   • providing constant environment
   • reading in the same room at the same time
2. motivated cuing: rewarding experiences in the past
   • previous successful experiences motivate to perform same behaviour

Routine

Routine is the second part of the habit loop which refers to the behavioural patterns that we repeat frequently. These patterns are etched into our neural pathways. New mechanisms can be formed through repetition and practice of novel behaviours. Forming a new habit is easier when the behaviour is simple versus complex actions. The complexity of the task will require higher number of repetitions required to form a habit.

Harmony

Harmony is the third component of the habit loop which represents the individual's inner feeling of peace. As repetitive behaviour is performed, people feel they receive inner rewards and their needs get fulfilled. Activating this behaviour fills them with a send of peacefulness about the surrounding environment. Consequently, this experience leads to to want to repeat the behaviour in the future creating a positive feedback loop.

Interest and Habit

Interest and habit are directly related and positively reinforce eachother. There are two different kinds of interest with habit formation:

1. situational interest:
   • may or may not last over time
   • attention focused
   • affective reaction triggered in the moment by environmental stimulus
2. individual interest:
   • reengage a particular activity overtime
   • expectation of positive feelings based on past experiences
   • internal drive to reengage in the stimulus
   • person performs activity for pleasure similar to hobby

Habits and Student Learners

Learning is a skill and it something that everyone can improve. Excellent performance in school or mastery of a skill is attained through good study habits. Conversely, poor study habits can cause impediments to learning and achievement ultimately leading to failure. Creating new habits and breaking bad ones can immediately change the context in which we learn. Setting up new routines based on small incremental changes to habitual behaviours can create the conditions where learning can compound over time.

Good habits in the classroom leading to student achievement has a cumulative effect on their future success. Students with good habits continue to increase their learning gains later in life while students with poor habits have a difficult time catching up. Habits are force multiplier enabling you to achieve something much more than expected, given your initial starting point.

Prior learning performance is a good predictor of future learning. Positive feeling after a routine activity creates a habit which eventually becomes a hobby. Students will pursue the activity that provides this positive feeling whenever there is an opportunity gaining knowledge and skills in that particular area of interest.When they deepen their interest from situational interest to individual interest, they are more likely to build a habit. Therefore, interest development and habit formation are directly linked.

It's important to recognise that habits precede outcomes. Aiming for good outcomes does not necessarily lead to them. Developing good habits is far more likely to lead to good outcomes.

** A strong predictor of performance later in a course is performance on an early assessment; therefore important to use effective learning stategies early on

Study Habits

Study habits are the most prominent factor that influences academic performance. Study habits are different individual behaviours in regards to studying that are a combination of skill and study method. This skill encompasses anything that involves the process of learning a topic, memorizing part or all the presented material and solving the problems. Each person study habits differ.

According to research, good study habits including the following:

• studying daily
• studying in a quite place
• turning off devices that interfere with study
• having regular breaks and rests
• taking notes on important content
• listening to soft music
• prioritising difficult contents
• studying based on one's own learning style

Poor study habits include:

• studying in appropriate environments
• loud music
• television
• procrastination

Learning Environment

Scheduled routines in the learning environment help shift situational interest to individual interest for students. Providing ample opportunities to participate in an activity through scheduled routines provides the students more time to increase their interest in this particular situation. This shift in interest from situational to individual helps develop a habit based on this activity.

Chen et al. 2022, listed four features necessary to create interest-driven habit formation in the learning environment:

1. " determine those habits that contribute to interest-driven creation
2. identify current and desired habits of learners
3. determine which learning habits of learners require additional support and development
4. develop an instructional design framework that fosters the habit of interest-driven creation"

Educators Guide to Forming Good Habits in Learners

1. Set a manageable pace
   • focus on one or two changes at a time
   • begin with simple behaviour changes
   • progress into more complex activities
2. Create a cuing environment
   • provide a cuing environment with parameters from the beginning
     • specific time for a fixed length period
   • clarifying the goal of the learning activity from the beginning
     • when students understand the goal, focus on learning
       • study will be goal-directed
         • learning activity eventually will become habitual
   • educators should be role models
     • their behaviours and routines may be unconsciously mirrored
   • utilise resources and situational opportunities for cognitive and affective supports
     • immersive learning
       • keeps students engaged in actions where they can be part of collaborative inquiry activities
         • easily check and monitor collection of community ideas
         • contribute ideas to community
           • large interactive display on wall
   • provide relevant triggers using design tools and platforms
     • use emerging technologies
3. Get students engaged in the behaviour on a regular basis
   • necessary for students to practice the new habit regularly until it becomes routine
   • interruptions or postponement should be avoided as it can weaken habit formation
4. Reinforce student's satisfaction
   • new behaviours that provide a sense of satisfaction increase habit formation strength
   • high satisfaction will increase the strength of habit formation, low satisfaction will weaken it
   • creating successful learning experiences as often as possible is the key to student's satisfaction
   • cognitive scaffolding helps with difficult learning tasks
     • questioning, modeling, explaining, providing hints, coaching and positive feedback
   • affective scaffolding assists with finishing tasks
     • prevent possible negative emotions such as information hiding or anonymity
   • additional assistance should be provided to low-ability students so those students can acquire the satisfaction in the habit loop
5. interest-driven
   • students must learn with interest
   • students will concentrate more and make sincere efforts
   • facilitates more time and energy spent on learning activity with more enjoyment

Special Case: The Online Learner

With the pandemic and the shift to online learning, students needed to adapt their study habits to align with this new way of learning. As this way of learning was new, many of the needed skills were underdeveloped thus creating a negative connotation towards online learning. In this platform, students were required to assume a grater responsibility for their learning due to the limited instructor-student interactions. Become academically successful in an online platform requires students to actively monitor their performance and apply new study strategies.

The main goal in an online environment is to produce students who are self-regulated learners. This type of learner is one can actively participate in their learning by varying their approaches, behaviours and efforts to achieve their academic goals. Typically students do not enter the online environment or college with good self-regulatory skills as they prefer to re-read textbooks or lecture notes. Individuals who have difficulty implementing self-regulation skills may face challenges and poor outcomes.

In addition, the online learner may have different obstacles than they would in face-face learning that would interfere with good study habits. Some of these barriers are listed below:

1. zoom fatigue
2. isolation from peers
3. work/study-life balance

Ewell et al. 2022, published a study about online biology courses and study habits. From their research, they were able to create recommendations for the development of effective study habits. This table below by Ewell et al., 2022, list such recommendations:

" Recommendations for developing effective study habits

Recommendation	Rationale	Study habits developed
Establish content (and digital) learning objectives	Students struggle with using digital tools for academic purposes	Making diagrams Explaining concepts Self-assessment Consistent and spaced study time
Aligning learning objectives and assessments	Students struggle with constructing meaning from online content and identifying concepts to study	Self-assessment Explaining concepts
High quality feedback	Students struggle with constructing meaning from online content and identifying concepts to study	Self-assessment
Scaffolding	Students cite poor time management and inability to assess learning as barriers to online learning	Consistent and spaced study time Synthesizing notes Making diagrams Explaining concepts Self-assessment
Multiple due dates	Students frequently express issues with procrastination and turning work in on time despite having a clear due date	Consistent and spaced study time
Incorporating online formative assessments	Students struggle with constructing meaning from the lectures posted by instructors	Self-assessment
Provide resources outside of recorded lectures and textbook	Students struggle with using digital tools for academic purposes	Synthesizing notes Use of and completion of problem sets Explaining concepts Self-assessment
Facilitate student-content engagement with interactive instructional materials	Students feel that online learning is less engaging and motivating than face-to-face learning	Use of and completion of problem sets Making diagrams Explaining concepts Self-assessment

"