Should I Study or Take a Break? Students’ Use and Perceptions of Study Breaks

Abstract

Research on study habits among college students demonstrates that there is a difference between what students should do and what they actually do. We sought to understand students’ break-taking habits and perceptions within the context of study behaviors. One hundred and sixteen undergraduate students responded to a survey of their study break-taking behaviors, perceptions of study break-taking, personality, perceptions of rejuvenation and multitasking tendencies. Results suggest students vary in their study behaviors, including breaks and break activities, and frequency and duration of breaks based on the study task. Conscientiousness negatively predicted frequency and duration of breaks from some activities. Students recognized benefits of break-taking through qualitative and quantitative assessments. Students reported disagreement with drawbacks tied to academic performance in quantitative items but spoke to drawbacks in their process of break-taking and studying in qualitative reports. Several benefits and drawbacks of break-taking predicted students’ perceptions of rejuvenation positively and negatively, respectively.