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 The theoretical/conceptual framework of this study is anchored on the self-

determination theory by Edward L. Deci and Richard M. Ryan because the learner

himself and the independent variables have a reat role in shapin the learner!s

study habit. "elf- determination is innate to an individual and toether with the

psycholoical needs. This theory emphasi#es on the individual!s motivation and how

e$ternal factors a%ects on the individual performance. The term motivation asstated in the study of Ruesh Rahuwanshi &'(()* is the result of processes+

internal or e$ternal to theindividual+ which will arouse enthusiasm and persistence

to pursue a certain course of action. Motivation is important in an individual to do

once task and if one is notmotivated it is impossible to come up a ood result. This

motivation could be possible if there is a positive stimulus that would brin out the

positive behaviour in the life of the learners. ,n such this paper put into

consideration the social environment that nurturesthe learner!s inherent potentials.

 ,n connection with the self-motivation theory+ the followin independent variables

were considered the students! prole in terms of their parental involvement family

monthly income+ learnin styles+ academic performances and the

ir teachers!

personality. These variables are because they are considered as the nurturin

socialenvironment and in one way or other these may inuence the study habit of

thestudents.,t is important to consider the study habits of the students on how they

manaetheir time e0ciently+ and how to have e%ective varied study techni1ues to

keep themaoat. These thins are important for them to form a ood study habit.

 These thins areimportant in order to understand how these students respond to

the demands of ac1uirin ood rades as e$pected by parents and school

authorities. ,n such thecooperation of the parents and teachers are needed because

they are oin to takeanother step in learnin process which is the secondary level

or hih school. ,n additionto that hih school is the trainin round for collee if

students started a poor studyhabit they will probably have a hard time to cope up in

collee.There are books written of some authors that will help students how to have

ane%ective study habit. 2ccordin to T.3. Dawood &'((4* that time manaement

skills are

very important as it helps to increase students! productivity.

,n addition with this the secret of e%ective study is found in the student!s

rm determination and desire to learn. ,n addition students must have a enuine

interestto learn and desire to study in the best possible way.

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 This section proposes a theoretical framework within which the concept+ e%ects on

the study habits of the shifters is treated in this work. ,t is anchored on the self-

determination theory by Edward L. Deci and Richard M. Ryan+ because the student

himself and the independent variables have a reat role in shapin the learner!s

study habit. The selection of the model is based on the belief that+ the 1uality of

input invariably a%ects 1uality of output in this case academic performance &2cato'((4* This theory emphasi#es on the individual!s motivation and how e$ternal

factors a%ects the individual performance. ,t also focus on how social and cultural

factors facilitate or undermine people!s sense of volition and initiative+ in addition to

their well-bein and the 1uality of their performance. . The term motivation as

stated in the study of Ruesh Rahuwanshi &'(()* is the result of processes+

internal or e$ternal to the individual+ which will arouse enthusiasm and persistence

to pursue a certain course of action. Motivation is important in an individual to do

once task and if one is not motivated it is impossible to come up a ood result. This

motivation could be possible if there is a positive stimulus that would brin out the

positive behavior in the life of the learners. ,n such this paper put into consideration

the social environment that nurtures the learner!s inherent potentials.

5ith reards to the theory+ the model above shows the linkae between di%erent

factors and the study habits. ,t shows that study habit as a dependent variable is

related to the independent variables+ which are 1uota+ competition+

sub6ect/professor+ schedule and curriculum. These variables are chosen because

they are considered as the nurturin social environment and in one way or other

these may inuence the study habit of the shifters.,t is important to consider the

study habits of the students on how they manae their time e0ciently+ and how to

have e%ective varied study techni1ues to keep them on track. Moreover students

learn to prioriti#e important task and balance their time e0ciently. "tudy techni1uesare methods which involve the application of a roup of techni1ues to achieve a

process result &7i6ay"heth '((8*. ,n addition it is one way of reali#in the best

method of performin a task which can be e%ective in studyin. 2ccordin to the

research study of Eun 9hun "eul&:;;;* she 1uoted from Moran and Deese &:;

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The net variable is competition. !ompetition plays an important role in academic achievement

because it often spurs students to pursue ecellence. Academic competition has its downfalls if it

leads to high stress and aniety, especially in younger students who aren"t equipped to handle

the pressure. Academic competition is advantageous when it challenges students to work harder

on their studies and helps them get ecited about academic content.

 The third variable is the lack of interest on the sub6ect. Motivation has been centerof attention amon teachers throuhout the years because it constitutes the

backbone of learnin process. Learnin is a complicated and dynamic process+ and

learnin in real sense ets completed throuh motivation. "ince will to learn builds

one of the basic elements of learnin+ students takes an important step on the road

to learnin throuh motivation. ?owever+ students may sometimes lose their

willinness and interest towards lesson+ which puts a ma6or barrier in front of

e%ective lanuae learnin. 2 student who has an interest on the sub6ect he takes is

tend to be eaer to learn and to study.

 The fourth variable is time conict. 2 collee environment@s freedom and e$ibility

can derail students who haven@t mastered time-manaement skills. Declinin

academic performance is a conse1uence of poor time manaement -- such as

overly heavy classloads or tryin to s1uee#e in the demands of a 6ob+ accordin to

the 9ollee Aarents of 2merica. "tudents may attempt to cope by droppin classes

or withdrawin for a semester. ?owever+ failure to maintain a rade point averae

may trier placement on academic probation -- which is a warnin to improve your

performance or risk dismissal from the institution.

 The last independent variable that can contribute to the e%ects on study habit is the

curriculum. 2ccordin to Meyer and "ass+ heavy curriculum contributes to

deterioration of motivation of the students. ,t has also a neative e%ect on theirability to enae properly with the deep conceptual approach on learnin on what

was bein promoted by the course &9ase and 3unstone+ '(('*