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Using an exploratory sequential mixed-methods design, interviews were conducted with 94 second- and third-year students from a state university’s school of education in 2020–2021. Content analysis highlighted influences including learning style, digital tools, home environment, class recording, faculty members, time management, family, nutrition, social environment, and psychological factors. 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In the study designed according to the exploratory sequential design among mixed research methods, interviews were conducted with 94 second and third-year students who volunteered to participate in the study who were studying at the education school of a state university in the academic year of 2020-2021. The data obtained from the content analysis of the interviews showed that the students' study habits originated from their learning style, digital tools, home environment, recording the class, faculty members, time management, family, nutrition, social environment and psychological factors. A 24-item survey which was prepared upon these results was applied among 813 prospective teachers after expert opinions and pretesting. According to the analyses conducted including frequencies, means, t-test and one-way analysis of variance (ANOVA), it was observed that the study habits of the students changed mostly based on recording the class, which was respectively followed by factors related to faculty members, time management skills, social environment, digital tools, learning styles, psychological factors, family, home environment and nutrition. It was seen that the distribution of the opinions of the students on the factors that affected their study habits varied based on their gender and program of study.  \nKeywords: study habit, higher education programs, covid-19 pandemic, prospective teachers, gender  \nINTRODUCTION  \nTheories, models and approaches of learning and teaching offer many practice suggestions that will ensure an increase in permanent learning. These practice suggestions come in different types such as learning styles, learning strategies, study skills and study habits. Learning strategies used to remember what is learnt during the learning process, included it in long-term memory and easily recalling it when needed are some of these tools. Examples of learning strategies may include those for achieving the persistence of information obtained through sensory organs and transferred to short-term memory and easy recalling of it such as constant repetition of information in the same for or by shortening, grouping pieces of information to make a meaningful whole, association of it with the information readily available in long-term memory or its description that would involve association, usage of memory-supporting clues, establishment of visual images in the mind and making up meaningful words from the initials of other words (Senemoğlu,2009) . Learning skills such as critical thinking, collaboration, problem-solving, decision-making and communication, as well as having the literacy of the field along with learning strategies, ensure the use of theoretical information in daily life, making learning easier. Learning strategies and learning skills can be learned, and along with these, visual, auditory and bodily learning styles which are inherent also ensure that the information is offered following the individual's nature. Therefore, teaching based on styles makes learning easier (Willcoxson & Prosser, 1996) . These tools that start with the concept of learning but explain a different dimension of the topic are more effective when individuals have study habits.  \nCitation: Peker Ünal, D. (2021) . Factors affecting study habits in higher education during the covid-19 pandemic.  \nAnatolian Journal of Education, 6(2), 109-124. [https://doi.org/10.29333/aje.2021.629a](https://doi.org/10.29333/aje.2021.629a)  \nA study habit may be defined as the way, method, behaviors and environment arrangements chosen by individuals. Nneji (2002) defined a study habit as the learning tendencies ","cbCaiu3ZDg2hDJEt","https://ap.wps.com/l/cbCaiu3ZDg2hDJEt","pdf",529004,16,"English","# Introduction\n# Study Habits: Definitions and Theoretical Background\n# Study Habits: Classifications in Prior Research","[{\"question\":\"What was the focus of the study on study habits during Covid-19?\",\"answer\":\"The study aimed to identify the factors affecting study habits in higher education during the Covid-19 pandemic based on students’ opinions.\"},{\"question\":\"Which research methods and participants were used?\",\"answer\":\"Interviews were conducted with 94 second- and third-year students, followed by a survey administered to 813 prospective teachers. The design used an exploratory sequential mixed-methods approach.\"},{\"question\":\"What factors were found to influence students’ study habits the most?\",\"answer\":\"The study found that recording the class was the factor students’ study habits changed on the most, followed by factors related to faculty members and time management skills, among others.\"}]","Factors Affecting Study Habits in Higher Education During the Covid-19 Pandemic | PDF",1792073258]