Core Goals and Their Relationship to Semester Subgoals and Academic Performance

2000 ◽  
Vol 2 (1) ◽  
pp. 13-28 ◽  
Author(s):  
P. A. Schutz ◽  
V. E. White ◽  
S. L. Lanehart
Keyword(s):  
Academic Performance ◽  
Student Retention ◽  
Study Strategies ◽  
Retention Rates ◽  
Central Focus ◽  
University 101 ◽  
Learning And Study Strategies

This study was designed to examine the nature of core goals and to investigate how core goals are related to semester subgoals, time spent on subgoals, and academic performance. The study provides evidence for a set of core goals that tend to become the central focus of behavior. The importance of these goals was demonstrated by participants who set and accomplished more core semester subgoals than secondary semester subgoals and who spent more time on those goals. In addition, participants who spent more time on their core subgoals and accomplished more core subgoals tended to perform better academically. Thus results indicate that courses designed to increase student retention rates such as University 101 or learning and study strategies courses may profit from activities designed to help students think about their goals and to examine the alignment of their most important goals with their subgoals and how they spend their time.

Do Learning And Study Skills Affect Academic Performance? An Empirical Investigation

2012 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Richard Griffin ◽  
Angie MacKewn ◽  
Ernest Moser ◽  
Ken W. VanVuren
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Study Skills ◽  
Statistical Significance ◽  
Study Strategies ◽  
Test Taking ◽  
Self Testing ◽  
Test Taking Strategies ◽  
Study Support ◽  
Learning And Study Strategies

Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.

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

2011 ◽  
Vol 25 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Christine M. Schutz ◽  
Megan L. Gallagher ◽  
Rodger E. Tepe
Keyword(s):  
Academic Performance ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Skills Training ◽  
Study Strategies ◽  
Strategic Learning ◽  
Grade Point ◽  
Chiropractic Students ◽  
Learning And Study Strategies

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.

Using the Learning and Study Strategies Inventory Scores as Additional Predictors of Student Academic Performance

1998 ◽  
Vol 18 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Kris T. Rugsaken ◽  
Jacqueline A. Robertson ◽  
James A. Jones
Keyword(s):  
High School ◽  
Academic Performance ◽  
Time Management ◽  
Study Strategies ◽  
Act Scores ◽  
Student Academic Performance ◽  
High School Rank ◽  
Learning And Study Strategies

This study focuses on the usefulness of the Learning and Study Strategies Inventory (LASSI) in predicting student academic performance. It examines whether LASSI scores enhance the accuracy of traditional predictors, namely SAT/ACT scores and high school rank. Findings indicated a slight, but not significant, increase in the predictability of student academic performance when LASSI scores, particularly the subscales of Motivation and Time Management, were considered along with traditional predictors.

Relation of Study Strategies to the Academic Performance of Hong Kong University Students

2002 ◽  
Vol 90 (1) ◽  
pp. 338-340 ◽  
Author(s):  
Michael C. W. Yip ◽  
Olive L. L. Chung
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
University Students ◽  
Study Strategies ◽  
Main Ideas ◽  
Learning And Study Strategies

A revised version of the Learning and Study Strategies Inventory was used to examine the relation of study strategies with academic performance of 100 Hong Kong university students. Analysis indicated the high academic-achieving group differed significantly from the low academic-achieving group in terms of intrinsic disposition factors of motivation, scheduling, concentration, and selecting main ideas.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Increasing undergraduate student retention rates

1995 ◽  
Vol 23 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Barbara Rickinson ◽  
Desmond Rutherford
Keyword(s):  
Student Retention ◽  
Undergraduate Student ◽  
Retention Rates
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