This study aimed to identify the study strategies employed by high-achieving passers of the Criminology Licensure Examination, revealing prevalent patterns, optimal practices, and the personal and institutional elements that facilitated their success. A qualitative research design was implemented at one of the criminology institutions in region 10, Northern Mindanao, based on the Appreciative Inquiry 4Ds Model. Data were collected through semi-structured interviews and related documents, and seven top-performing CLE examinees were purposively sampled. Findings revealed interconnected themes such as (1) strategic self-discipline for academic excellence, (2) aspirations rooted in service and family commitment, (3) purposeful preparation supported by sustainable practices, (4) and a strong desire to guide and inspire future examinees. The study concludes that examinees' self-regulated learning methodologies and the caliber of institutional support systems offered by criminology programs interact dynamically to shape high licensure success. It is recommended that criminology programs improve structured review systems, mentorship opportunities, and well-being programs to help future students be more prepared and succeed in the long run.

Keywords: Academic Motivation, Commendation Award, Institutional Support, Licensure Preparation, Self-Regulated Learning, Study Habits.

Academic Time Management Planning Research (2024). Academic performance of excellence: the impact of self-regulated learning and academic time management planning. Knowledge, 4(2): 289–301. 

BMC Medical Education (2024). The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Medical Education, 24: 888. https://doi.org/10.1186/s12909-024-058 89-y.

Bouwmans, M., van Beek, J., & Brouwers, A. (2021). Collaborative learning and student performance in high-stakes assessments. Educational Research Review, 32: 100398. https://doi.org/10.1016/j.edurev.2021. 100398.

Broadbent, J., & Poon, W.L. (2020). Self-regulated learning strategies and academic achievement in online higher education: a systematic review. Internet and Higher Education, 45: 100725. 

Chen, X., Fan, Y., & Li, L. (2023). Collaborative learning and academic performance: evidence from higher education. Studies in Higher Education, 48(2): 305–321. https://doi.org/10.1080/03075079.2021.1963210.

Cleary, T.J., & Zimmerman, B.J. (2019). Self-regulation empowerment program: a school-based program to enhance self-regulated learning. Contemporary Educational Psychology, 58: 1–12. 

Creswell, J.D., & Lindsay, E.K. (2022). Mindfulness training and self-regulation: implications for academic performance. Current Opinion in Psychology, 44: 101–106. https://doi.org/10.1016/j.copsyc.2021.07.011.

Current Psychology (2022). Effects of self-regulated learning and procrastination on academic stress, subjective wellbeing, and academic achievement in secondary education.

Davis, K., Yang, H., & Thompson, R. (2022). Supplementary materials and academic performance: evidence from higher education. Journal of Educational Psychology, 114(6): 1256–1270. 

De Jong, W., Janssen, J., & Van der Meijden, A. (2024). The challenge of change: understanding the role of habits in university students’ self-regulated learning. Higher Education, 88: 2037–2055. 

Eulogio, J.B.M., Longakit, S.O., & Flor, M.J.M. (2023). Lived experiences of student-parents in passing the criminologist licensure examination: an application of achievement motivation theory. European Journal of Social Sciences Studies, 8(5): 120–134.

FitzPatrick, M., & Bugeja, T. (2023). The role of teacher guidance in enhancing student engagement and learning outcomes. Active Learning in Higher Education, 24(1): 45–61.

García-Campayo, J., Puebla-Guedea, M., Herrera-Mercadal, P., & Daudén, E. (2021). Mindfulness, stress, and academic achievement in university students: a systematic review. International Journal of Environmental Research and Public Health, 18(3): 1015. https://doi.org/10.3390/ijerph18031015.

Glover, C.S., Bámaca, M.Y., & Homma, K. (2025). Do family obligations contribute to academic values? The mediating role of academic efficacy. Behavioral Sciences, 15(9): 1212. https://doi.org/10.3390/bs15091212.

Kachaturoff, M., et al. (2025). Mentoring for well-being, engagement and academic achievement in higher education students. Frontiers in Education.

Kim, S., & Park, H. (2023). The impact of self-care practices on university students’ academic outcomes. Journal of American College Health, 71(1): 1–9. https://doi.org/10.1080/07448481.2022.2123456.

Li, J., Wang, Q., & Li, L. (2025). Time management strategies and student academic performance in higher education. Educational Research, 67(1): 45–59. https://doi.org/10.1080/00131881.2024.1234567.

Li, X., & Wang, Y. (2024). Sustainable learning, self-regulation, and mental wellbeing in higher education. BMC Psychology, 12: 163. https://doi.org/10.1186/s40359-024-01639-3.

Li, X., Zhang, Y., & Chen, L. (2025). Unlocking academic success: the impact of time management on college students’ study engagement. BMC Psychology, 13: 323.

Liu, Y., Wang, Z., & Bao, Y. (2022). Parent–child relationships and academic performance of college students: chain-mediating roles of gratitude and psychological capital. Frontiers in Psychology, 13: 794201.

Lobos, K., Cobo-Rendón, R., & Jofré, D.B. (2024). Self-regulated learning in blended learning contexts: evidence from higher education. Frontiers in Education, 9: 1457367. 

Nobis Jr., M.L. (2025). Career paths in criminal justice: intersection of passion, opportunity and overcoming challenges of first-year criminology students in the Philippines. Asian Journal of Advanced Research and Reports, 19(4): 198–205. https://doi.org/10.9734/AJARR/2025/v19i4974.

Riyyatul Hamdiyah, & Didit Darmawan (2024). The effect of study habits and self-regulation on student study presentation. ALFIHRIS: Jurnal Inspirasi Pendidikan, 2(3): 81–93. 

Robinos, J.O., Camilon, R.B., & Sagudo, F. (2024). Career trajectory: a longitudinal analysis of criminology graduates’ attributes and professional success. Journal of Interdisciplinary Perspectives, 2(8). 

Silosilo, J.M., & Maldepeña, K.M. (2025). Challenges in career opportunities of registered criminologists beyond age threshold. International Journal of Research and Innovation in Social Science, 9(5): 4043–4052. 

Simón-Grábalos, D., Fonseca, D., & Aláez, M. (2025). Systematic review of interventions to improve self-regulation of learning in first-year university students. Education Sciences, 15(3): 372. 

Zimmerman, B.J. (2022). Self-regulated learning and academic achievement: theoretical perspectives and practical applications. Routledge.

Source of Funding:

This study did not receive any grant from funding agencies in the public, commercial, or not–for–profit sectors.

Competing Interests Statement:

The authors declare no competing interests.

Consent for publication:

The authors declare that they consented to the publication of this study.

Authors' contributions:

All the authors conceptualized the study, conducted the interviews, performed data analysis, and prepared the manuscript.

Institutional Review Board Statement:

Not applicable.

Informed Consent:

Informed consent was obtained from all participants prior to data collection.

Availability of Data and Material:

Data supporting the findings of this study are available from the corresponding author upon reasonable request.

Ethical Approval:

Ethical approval for this study was obtained from the appropriate institutional ethics committee.

Acknowledgement:

The authors acknowledge the participants for sharing their experiences and the faculty for supporting the research process.

Declaration of Artificial Intelligence:

No AI tools were used in the preparation or writing of this manuscript.