Abstract

Learning strategies are a succession of accomplishing learning. This means that students take learning strategies as steps in order to improve their own learning. Students use different learning strategies to grasp and review lessons. They are influenced by the motivations of students and content of the study material. This study discusses how students perceive education. Learning strategies used by students may be only one factor that characterizes to academic bulimia that is why we need to know more of students' experiences. Thus, the focus of the study is how students experience academic bulimia. We used stratified random sampling in choosing our participants in the semi-structured interview. We acquired the students' responses regarding their behaviors, motivations, and test-taking experiences in order to find out if they characterize to academic bulimia. The results show that the motivations of students in studying are influenced by internal and external factors. Externally, they are influenced by expectations and pressure from their family and the society. Internally, their goals, personal habits, and perceived extent of capabilities affect their motivation. Information overload, slacking tendencies of students, teaching strategies used by students and teachers, and the hopes for academic achievements are the factors in their test-taking experiences that characterized to Academic Bulimia. This study contributes to the lack of studies in Academic Bulimia as well as analyzes the behavior and motivations of students in studying which could be used by students, teachers, school administrators, and the government as a precedent for future research.