Differences Among Low‐, Average‐ and High‐achieving College Students on Learning and Study Strategies

Albaili, Mohamed A.

doi:10.1080/0144341970170112

Cited by 65 publications

(53 citation statements)

References 11 publications

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“…The differences found in the means of the LPGA and HGPA groups were similar to that of lower and higher performing groups measured by other researchers. 4 Subtest gender differences were previously cited in the literature, 16 but no significant gender differences were found on the subtests in the current sample.…”

Section: Lassi Subtest Scores and Gpamentioning

confidence: 68%

“…[10][11][12] Significant relationships have been demonstrated between LASSI subtest scores and grade point average 7 (GPA), national exam performance, 2 and online course performance. 13 Previous studies of undergraduates have demonstrated that higher performing students score higher on most or all of the LASSI subtests, 4,6 while the few studies of health care/graduate students have found mixed results on these relationships. 2,[7][8][9] Sleight and Mavis 9 examined LASSI subtest scores on a sample of 96 2nd-year medical students divided into low, medium, and high cohorts based on MCAT scores.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The LASSI is a widely utilized instrument for assessing aspects of strategic learning in higher education and has demonstrated good reliability and validity. 4,5 The LASSI has been used at more than 2274 academic institutions according to the LASSI publishers. 3 LASSI subtests have been demonstrated to be generalizable to different populations in higher education, including undergraduates, 4-6 pharmacy students, 7 and medical students.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

Schutz

Gallagher

Tepe

2011

Journal of Chiropractic Education

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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...

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Section: Lassi Subtest Scores and Gpamentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

Schutz

Gallagher

Tepe

2011

Journal of Chiropractic Education

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“…As a result, it is important to develop relational thinking among students as early as possible, namely among elementary school students. Moreover, the students' thinking style is also influenced by their ability and gender (Albaili, 1997;Zhu, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Relational Thinking Process of Elementery School Students with High Capability

Baiduri¹

2014

JEDP

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The objective of this paper is to analyze the relational thinking process of the fifth year students with high capability in mathematics when they face mathematical problems. Two students, girl and boy, were chosen as subjects with high-capability in mathematics. Data were obtained through in-depth interviews based on the task of problem solving. All data were video-recorded. To obtain credible data, consistency and perseverance (improving perseverance), time triangulation and member check were observed. The obtained data were analyzed using a flow chart consisting of three-flow activities occuring simultaniously namely: data reduction, data presentation and conclusion drawing. The results suggest that the relational thinking processes of male and female students when facing mathematical problems by constructing inter-and intra-relation between two core elements in solving mathematic problems are that they understood the problems and answered the questions in the problems. The relations made by the male students were richer than those by female students.

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Learning and study strategies correlate with medical students' performance in anatomical sciences

Khalil

Williams

Hawkins

2017

Anatomical Sciences Ed

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Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination (USMLE ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination (COMPLEX-USA ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self-regulation (Concentration, Time management, Self-testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product-Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236-242. © 2017 American Association of Anatomists.

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Differences Among Low‐, Average‐ and High‐achieving College Students on Learning and Study Strategies

Cited by 65 publications

References 11 publications

Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

A Relational Thinking Process of Elementery School Students with High Capability

Learning and study strategies correlate with medical students' performance in anatomical sciences

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