LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes

Fong, Carlton J.; Krou, Megan R.; Johnston-Ashton, Karen; Hoff, Meagan A.; Lin, Shengjie; Gonzales, Cassandra

doi:10.1016/j.edurev.2021.100407

Cited by 24 publications

(17 citation statements)

References 137 publications

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“…However, effect sizes should be considered in context (Cohen, 1988). The relation between other measures of study strategies and exam performance show similarly small correlations (Credé & Phillips, 2011; Fong et al, 2021).…”

Section: Discussionmentioning

confidence: 96%

Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance.

Wallace¹,

Elliot²,

Rogge³

2022

Journal of Educational Psychology

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Laboratory research has demonstrated that when students are instructed to use retrieval (i.e., recalling from memory information to be learned) rather than rereading (i.e., reading the material repeatedly) they learn better. However, little is known about spontaneous use of retrieval. In the present studies, we designed a scale to measure spontaneous use, perceived enjoyment, perceived effort, and perceived effectiveness of retrieval and rereading. Across two studies, we found that students perceived retrieval to be more enjoyable, effortful, and effective than rereading. In Study 2, we additionally examined the relation between achievement goals, spontaneous study strategies, and exam performance. We found that both mastery-approach goals and mastery-avoidance goals predicted use of retrieval and rereading. No other achievement goals predicted use of study strategies. We also found that spontaneous use of retrieval positively predicted exam performance; there was no relation between use of rereading and exam performance. These studies suggest that like instructed use of retrieval, spontaneous use of retrieval facilitates exam performance. However, unlike instructed use of rereading, spontaneous use of rereading is not deleterious to exam performance. This may be due to variation in the time students spontaneously spend studying (in contrast to a lab task where total time studying is the same across all participants). This initial step in investigating spontaneous use of study strategies is important for understanding and encouraging effective approaches to studying. Educational Impact and Implications StatementWe examined spontaneous (as opposed to instructed) use of study strategies and found that spontaneous retrieval (i.e., repeatedly recalling to-be-learned material) facilitates exam performance while spontaneous rereading (i.e., repeatedly reading to-be-learned material) neither facilitates nor undermines exam performance. We also examined the goals that students have as predictors of spontaneously used study strategies. We found that individuals using their own past achievement as a standard for their goals (as opposed to a social comparison standard for their goals) were more likely to spontaneously use both of the study strategies and that their use of retrieval (but not rereading) was predictive of better exam performance. This research is important because it takes common and effective study strategies outside of the laboratory to examine how they are used in real-life educational settings. It is also important because it shows that students' goals affect the strategies they choose; this understanding may be an important first step to changing the strategies that students habitually use so they can learn more effectively.

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Section: Discussionmentioning

confidence: 96%

Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance.

Wallace¹,

Elliot²,

Rogge³

2022

Journal of Educational Psychology

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“…A study by Lessard and Puhl (2021) discovered that during the pandemic, the most often stated concerns among U.S. secondary students were motivation to focus on schoolwork. Students' academic motivation, which can be understood as the process whereby goaldirected (academic) work is prompted and sustained (Schunk, Meece & Pintrich, 2014), is a key factor in students' achievements (Fong et al, 2021;Lazowski & Hulleman, 2016) as well as in their capacity to study independently (Pintrich, 1999).…”

Section: Statement Of Problemmentioning

confidence: 99%

Investigating Students’ Learning Motivation Based on Value, Expectancy and Affective Components

Jenal¹,

Taib²,

Iliyas³

et al. 2022

IJARBSS

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Students' learning motivation has been affected greatly during the COVID-19 pandemic due to the new challenges posed by the online learning environment. Thus, this study aims to investigate how the value, expectancy, and affective components form students' learning motivation during this crisis. This quantitative study was conducted by distributing a Likertscale questionnaire with three main sections: Section A-Value Components (12 items), Section B-Expectancy Components (7 items), and Section C-Affective Components: Test Anxiety (5 items), to students at a public university in Malaysia. The questionnaire was answered by 150 respondents and the data were analysed by using descriptive statistics via IBM SPSS version 28. The findings revealed that the respondents reacted positively in all the three components: Value, Expectancy, and Affective Components. In the Value Components, extrinsic goal orientation received the highest mean scores when compared with intrinsic goal motivation orientation and task value beliefs, while in the Expectancy Components, control beliefs for learning obtaining higher mean scores than students' perception of self-efficacy. Meanwhile, in Affective Component, the findings demonstrate that the respondents were anxious in taking a test or an exam. Pedagogical implications and future research of the study were also discussed in this paper.

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“…Examining self-regulated learning strategies is challenging because learning processes include cognitive-generic and knowledge-specific skills that are often difficult to separate (Dumas, 2020). Self-regulated learning strategies may encompass planning, monitoring progress, evoking prior knowledge, help-seeking, integrating sources of information, creating visual or verbal representations, predicting future performance, and so forth (Zimmerman and Pons, 2016;Fong et al, 2021). In general, these skills are domain-general, impose low mental load (if any), and might be flexibly applied to a variety of tasks (e.g., math and biology) already known (Tricot and Sweller, 2014).…”

Section: Self-regulated Learning Strategiesmentioning

confidence: 99%

“…There are questionnaires previously developed to that of Panadero et al (2021) that categorize self-regulated learning strategies. For example, the Learning and Study Strategies Inventory (LASSI) comprises the subscales of information processing, selecting main ideas, self-testing, and so forth (Fong et al, 2021). Similarly, Zimmerman and Pons (2016) suggest other strategies such as self-evaluation, goal-setting and planning, seeking, and social assistance.…”

Section: Self-report Of Self-regulated Learning Strategiesmentioning

confidence: 99%

“…While there may instruments that measure self-regulated learning (see a review by Roth et al, 2015), we are specifically interested in self-regulated learning strategies. The LASSI (Weinstein et al, 1988;Fong et al, 2021) has a similar name, but it measures constructs the student may not be able to recognize in a learning session (e.g., information processing, attitude, etc.). Unlike the LASSI, the Panadero questionnaire asks for factors the student can recognize in realistic situations, such as preparing for doing the task and monitoring understanding (i.e., basic processes), drawing visualization or summaries, ask to others about the task, or connecting new information to what the one knows.…”

Section: Self-report Of Self-regulated Learning Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students

Yaguarema

R.²,

Salavarría³

2022

Front. Educ.

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Measurement of self-regulated learning through self-report questionnaires can help improve educational efforts. The Deep Learning Strategies Questionnaire has been recently validated, which consists of 30 items and four scales: basic self-regulated learning strategies, visual elaboration and summary strategies, deep information processing strategies, and self-regulated social learning strategies. We examined the characteristics of the questionnaire with 694 Ecuadorian students. The exploratory factor analysis resulted in four factors, like the original model. However, the factors identified as basic and social learning strategies included items of visual elaboration and summary and deep processing strategies. Further group comparisons showed that participants with high school finished used fewer visual and verbal elaboration strategies than those with higher education levels and that males use more deep information processing strategies than females. We discuss the difficulty of separating self-regulated learning strategies and conclude with suggestions for future research and recommendations for educational practice.

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LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes

Cited by 24 publications

References 137 publications

Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance.

Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance.

Investigating Students’ Learning Motivation Based on Value, Expectancy and Affective Components

Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students

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