Purpose: This pilot study was designed to investigate the relationship between chiropractic students' learning and study strategies and academic performance. Differences in strategic learning between chiropractic students with higher grade points averages (GPAs) and those with lower GPAs have not been previously reported. Methods: Fifty-seven consenting first-trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Differences between high and low GPA groups were evaluated for 10 subtests and three factors using independent samples t-tests. Results: The high GPA group scored significantly higher (p < .05) on LASSI subtests Anxiety, Attitude, Concentration, Motivation, Test Strategies, and Selecting Main Ideas, and on factors Effort-Related Activities and Goal Orientation. No differences between groups were found for subtests Information Processing, Self-Testing, Study Aids, and Time Management or for the Cognitive Activities factor. Conclusions: The results of this study show that differences in LASSI subtest and factor scores are associated with academic performance. For the participants studied, motivational and affective aspects of strategic learning contributed to higher academic performance, whereas cognitive strategies did not. Higher performing students utilized Effort-Related and Goal Orientation learning strategies at significantly higher levels than lower performing students. The LASSI may be useful in identifying students who could benefit from learning and study skills development. Longitudinal study is recommended to investigate the effects of students' learning and study strategies on different academic content domains as well as the effects of strategic study and learning skills training on academic performance. ( INTRODUCTIONAcademic success in higher education may be affected by many variables such as student ability, academic load, quality of instruction, prior education, and nonschool responsibilities.1 Learning and study strategies, which are students' characteristic ways of approaching a learning task, including "thoughts, behaviors, attitudes, motivation, and beliefs related to successful learning in higher education," may also affect academic success.1 Understanding the relationship between learning and study strategies and academic performance could help identify barriers to learning and create interventions to improve students' learning experiences.Examining the cognitive processes, behaviors, attitudes, and motivations that contribute to strategic learning is important for improving the student learning process, curricular planning, and designing effective, performance-enhancing educational interventions. To date, few studies have focused on strategic learning in graduate health care education, with only one study performed in chiropractic education. 2 The current study investigates this understudied area. The focus of this pilot study is the relationship between academic performance and study and learning strategies including ability to co...

Learning and study strategies are predictive of NBCE Part 1 examination performance in chiropractic students. The current study found LASSI subtests Anxiety, Concentration, Selecting Main Ideas, and Test Strategies, and the Goal-Orientation factor to be significant predictors of NBCE scores. The LASSI may be useful to educators in preparing students for academic success. Further research is warranted to explore the effects of learning and study strategies training on GPA and NBCE performance.

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