A study on the relationship between self-study and acting of university entrance exam candidates in the self-study room

Abstract

University entrance exam candidates who study on their own in self-study rooms do more than just study. They feign solitary study, remain attentive to their surroundings, and take brief breaks while staying aware of their environment. Traditionally, these behaviors have been interpreted as a lack of concentration or simple breaks. In this study, I reframe these actions as forms of performance and demonstrate how adopting a performative approach facilitates self-study for those who are not fully engaged in the process. I have developed a conceptual framework to categorize the behaviors of university entrance exam candidates in self-study environments and have explored the reasons behind their preference for self-study rooms over studying at home.