This study investigates the role of intellectual laziness in shaping poor study habits and academic performance among undergraduate students in Anambra State, Nigeria. Despite increased access to educational resources, many students continue to exhibit ineffective study behaviors, raising concerns about underlying psychological factors influencing learning. Grounded in Self-Regulation Theory and Dual-Process Theory, the study adopts a mixed-method research design involving a sample of 300 students selected through stratified sampling. Data were collected using the Intellectual Laziness Scale (ILS) and Study Habits Inventory (SHI), alongside qualitative insights to enrich the findings. Quantitative data were analyzed using descriptive statistics, correlation, and regression analysis. The results revealed a significant positive relationship between intellectual laziness and poor study habits (r = 0.65, p < 0.05), indicating that students who avoid cognitive effort are more likely to develop ineffective study patterns. Furthermore, regression analysis showed that intellectual laziness significantly and negatively predicts academic performance. The findings highlight that intellectual laziness is closely associated with low motivation, weak metacognitive skills, and poor self-regulation, all of which contribute to suboptimal academic outcomes. The study concludes that improving academic performance requires addressing these internal psychological factors rather than focusing solely on external conditions. It is recommended that educational institutions implement strategies to enhance motivation, develop metacognitive skills, and promote self-regulated learning among students. These interventions are essential for fostering deeper cognitive engagement and improving overall academic success.
Eze et al. (Fri,) studied this question.