Undergraduate study behaviours, principally lecture attendance and additional study, are
shown to predict better student achievement by many researchers. Despite this, there is not
much evidence on the determinants of these behaviours. This is the first paper to explore the
determinants of study behaviours across multiple subject areas; and is the first to incorporate
students' noncognitive traits into such a model; that the authors are aware of. This enables
the formation of policy that can improve academic achievement by encouraging study …