Ang study habits ay tinukoy bilang “A person’s desired mod of learning(Smith (1982). ” Ipinaliwanag nina James and Blank na ang study habits ay “complex manner in which, and conditions under which, learners most efficiently and most effectively perceive, process, store and recall what they are attempting to learn”(James and Blank, 1993, p.48).Binigyang diin naman ni Swanson ang sinabi ni Reichmann na ang study habits ay “Isang partikular na hanay ng mga pag-uugali at attitudes na may kinalaman sa pag-aaral ng mga konteksto at impormasyon.” Binigyang diin din niya ang pagbibigay kahulugan ni Keefe sa study habits bilang “the cognitive, affective, and physiological factors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (Swanson, 1995,p. 2) Ang mga pag aaral na ito ukol sa mga study habits ay nagdulot ng maraming pagbabago sa curriculum ng ilang paaralan. Ayon sa Barbe (1981) at Dunn (1988), ang pananaliksik ay bumuo ng mas kumplikado at komprehensibong mga modelo na isinasaalang-alang ang epekto sa iba pang mga elemento ng mga natatanging study habits ng isang tao. Halimbawa, Keefe (1987) na inilalarawan sa tatlong sukat ng mga personal na kagustuhan study habits, na inisa isa naman ni E. Paul (2001):
Cognitive styles – information processing to include the way one encodes, Processes, stores, retrieve, and decode information;

Affective styles – personality dimensions to include attention span, motivation,Interests, and emotions; and

Physiological styles – to include gender behavior, health-related behavior, and physical environmental conditions Dunn (1989) states that identifying one’s learning style is much easier than explaining its existence. Students are affected by their own emotionality, sociological, Environmental and physical preferences.
According to Dunn, Dunn and