This study examined the relationship between study habits (group study, teacher consultation, and note-taking) and scholastic adjustment among public senior secondary school students in Rivers State, Nigeria. A correlational research design was adopted. A sample of 450 valid responses was analyzed using Pearson Product Moment Correlation at 0.05 level of significance. Findings revealed that group study had a significant moderate positive relationship with scholastic adjustment (r = .453, p < .05), while teacher consultation (r = .712, p < .05) and note-taking (r = .801, p < .05) showed significant high positive relationships with scholastic adjustment. The study concludes that effective study habits significantly enhance students’ academic, social, and emotional adjustment in school. Recommendations and counselling implications were provided.
Keywords: group study, note taking, scholastic adjustment, secondary school students, study habits, teacher consultation
