Reliability, Structure, and Correlates of Learning and Study Strategies Inventory Scores

Melancon, Janet G.

doi:10.1177/0013164402238088

Cited by 30 publications

(26 citation statements)

References 13 publications

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“…Previous proposed constructs to explain low academic performance include study skills (e.g., Aaron, 1999), study habits (e.g., Murray, 2003), study attitudes (e.g., Zimmerman, 1977), study motivation (e.g., Melancon, 2002), meta-cognitive skills (e.g., Zeegers, 2001), study anxiety (e.g., Miller, 1972), procrastination (e.g. Pychyl, 2000) and depth of processing (e.g., Hall, 2001).…”

Section: Chronology Of the Study Of Study Habitsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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Section: Chronology Of the Study Of Study Habitsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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“…In the years following the publication of the first and second versions of the LASSI, the Inventory has been the subject of a number of significant independent statistical analyses. These studies have confirmed the Inventory's reliability and validity, examined its use in cross-cultural settings, and investigated correlations between scores on the Inventory and age, gender and student success (Cano, 2006;Prevatt, Petscher, Proctor, Hurst & Adams, 2006;Flowers, 2003;Bender & Garner, 2010;Ning & Downing, 2010;Melancon, 2002;Yip & Chung, 2005;Ola, Morakinyo & Adewuya, 2009;Olaussen & Braten, 1998;Braten & Olaussen, 1998;Marrs, Sigler & Hayes, 2009;Carson, 2011;Flowers, Bridges & Moore, 2011). Those studies that have used the LASSI outside the American context have demonstrated that the instrument generally retains its value in cross-cultural environments (Olaussen & Braten, 1998).…”

Section: The Lassimentioning

confidence: 99%

Student skills and the Bradley agenda in Australia

Carpenter

Dearlove

Marland

2014

Higher Education Research & Development

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This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score.While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole. Student skills and the Bradley agenda in AustraliaAuthors' Names Author's DetailsThis paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008), which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley review according to their gender, age, socio-economic status (SES) and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.

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“…This measure has been translated into over 30 languages and is estimated to be in use by half of all colleges in the United States (Murray, 1998). There have been numerous empirical evaluations using the LASSI (e.g., Melancon, 2002;Murphy & Alexander, 1998;Olaussen & Braten, 1998;Olejnik & Nist, 1992;Olivarez & Tallent-Runnels, 1994;Samuelstuen, 2003;Yip & Chung, 2002). However, there have been few studies of any sort (LASSI or otherwise) on the ADHD college population.…”

Section: Significance Of the Studymentioning

confidence: 99%

The learning and study strategies of college students with ADHD

Reaser

Prevatt

Petscher

et al. 2007

Psychology in the Schools

138

110

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This study compared learning and study strategies of students with attention-deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given.

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Reliability, Structure, and Correlates of Learning and Study Strategies Inventory Scores

Cited by 30 publications

References 13 publications

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Student skills and the Bradley agenda in Australia

The learning and study strategies of college students with ADHD

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