Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education Hasselt University
Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking into account student characteristics (e.g., gender, prior domain knowledge), and (b) to examine the ...