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

2021 ◽  
Vol 34 ◽  
pp. 100407
Author(s):  
Carlton J. Fong ◽  
Megan R. Krou ◽  
Karen Johnston-Ashton ◽  
Meagan A. Hoff ◽  
Shengjie Lin ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Study Strategies ◽  
Learning And Study Strategies

Meta-Analysis of Youth Mental Health and Academic Outcomes

2009 ◽  
Author(s):  
Chris Slaten ◽  
Thomas W. Baskin ◽  
Jaquaye L. Glover ◽  
Carey Sorenson
Keyword(s):  
Mental Health ◽  
Academic Outcomes ◽  
Meta Analysis ◽  
Youth Mental Health

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

scholarly journals Detailed data about a forty-year systematic review and meta-analysis on nursing student academic outcomes

Data in Brief ◽  
2021 ◽  
pp. 107298
Author(s):  
Valeria Caponnetto ◽  
Angelo Dante ◽  
Vittorio Masotta ◽  
Carmen La Cerra ◽  
Cristina Petrucci ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Outcomes ◽  
Nursing Student ◽  
Meta Analysis ◽  
Detailed Data

Communication technology use and study skills

2017 ◽  
Vol 18 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Penny Thompson
Keyword(s):  
Online Social Networks ◽  
Technology Use ◽  
Study Skills ◽  
Text Messaging ◽  
Instant Messaging ◽  
Negative Relationship ◽  
Communication Technologies ◽  
Study Strategies ◽  
Learning And Study Strategies ◽  
The Relationship

Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students’ needs.

scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

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