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Author: Lance A. Lawson Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT: This study explored the use of the Learning and Study Strategies Inventory (LASSI) as a predictive measure of the academic success of at-risk college students. Students (n=32) participated in a first-year support program designed to help at-risk college students with retention, academic support, and academic progression at a large state university. Five measures of academic achievement collected by the support program were used as dependent variables. Using multiple regression enter models, students' LASSI subscale scores were analyzed with each of the five academic achievement variables. Results of the regression models were discussed based on a three-factor model developed by previous research that identified affective, goal, and comprehension monitoring strategies as latent constructs in the LASSI. The usefulness for using the LASSI in collegiate support programs was also discussed.
Author: Lance A. Lawson Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT: This study explored the use of the Learning and Study Strategies Inventory (LASSI) as a predictive measure of the academic success of at-risk college students. Students (n=32) participated in a first-year support program designed to help at-risk college students with retention, academic support, and academic progression at a large state university. Five measures of academic achievement collected by the support program were used as dependent variables. Using multiple regression enter models, students' LASSI subscale scores were analyzed with each of the five academic achievement variables. Results of the regression models were discussed based on a three-factor model developed by previous research that identified affective, goal, and comprehension monitoring strategies as latent constructs in the LASSI. The usefulness for using the LASSI in collegiate support programs was also discussed.
Author: David F. Sacks Publisher: ISBN: Category : Languages : en Pages : 143
Book Description
Many institutions of higher education have implemented programs to encourage self-regulated learning involving the assessment of study skills, using instruments such as the LASSI and the instruction of study strategies through specific courses. Some research indicates the success of such endeavors, whereas other research indicates that adult learners are not very proficient at self-regulation. The purpose of this study was two-fold: (1) to determine if students report increased usage and effective execution of study strategies after a series of lessons on study strategies; and (2) to determine if students demonstrate greater gains in reported use and effective execution of such strategies when given practice with domain-specific content in comparison to domain-general course content during a series of lessons on study strategies. A Pretest-Posttest Nonequivalent Comparison Group Design was implemented. The participants in the study were 54 under-prepared first-year college students enrolled in a College Success Seminar at a large urban university. The participants received instruction on how to use and correctly implement several study strategies. Participants completed the Learning and Study Strategies Inventory (LASSI), the Study Strategy Frequency of Use Survey, and the Test for Selecting Main Idea, Organization, and Elaboration as pre- and post-tests. The results indicate that participants did learn how to use and implement the study strategies taught. Of particular interest was the improvement of participants' ability to use concept mapping and outlining skills as a result of the instruction on study strategies. The study strategies practiced with domain-general content improved in use and implementation; however the instruction did not have the same overall impact with the domain-specific content.
Author: Sherrie L. Nist Publisher: Longman Publishing Group ISBN: Category : Education Languages : en Pages : 422
Book Description
Helps student to understand himself as a learner and what it takes to succeed. Focuses on four key factors; Students characteristics as learners; the tasks which must be completed in each class; the strategies that will help the student to read, understand and remember what professors expect him to learn and the texts with which the student interact.
Author: Lance A. Lawson
Author: Lance A. Lawson
Author: Alfred F. Mancuso
Author: Amy Beth Hendrickson
Author: Anne Witt Perkins
Author: Weinstein
Author: David E. Lavin
Author: Claire E. Weinstein
Author: David F. Sacks
Author: 
Author: Sherrie L. Nist