LASSI's Great Adventure: A Meta-Analytic Review of the Learning and Study Strategies Inventory and Academic Outcomes

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dc.contributor.authorFong, Carlton J.
dc.contributor.authorKrou, Megan R.
dc.contributor.authorJohnston-Ashton, Karen
dc.contributor.authorHoff, Meagan A.
dc.contributor.authorLin, Shengjie
dc.contributor.authorGonzales, Cassandra
dc.date.accessioned2023-11-14T20:59:57Z
dc.date.available2023-11-14T20:59:57Z
dc.date.issued2021-09
dc.description.abstractThere have been considerable efforts to describe, examine, and foster the strategies students use while learning. Defined as thoughts, behaviors, beliefs, or emotions that facilitate knowledge acquisition, learning strategies play an essential role in students’ achievement. This study reports on a random-effects meta-analysis of 158 studies (2,897 effect sizes; N = 71,852 students) on relationships between learning and study strategies, as measured by ten subscales of an established and prevalent instrument, the Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987, 2004, 2016), and academic outcomes measured as GPA/grades, test scores, and persistence. Results indicated that motivation strategies had the highest positive correlations with GPA and persistence outcomes. For test scores, test taking strategies, anxiety, and selecting main ideas were the strongest positive correlates. Associations between LASSI subscales and outcomes were moderated by age, indicating lower correlations among students in postsecondary contexts compared to K-12 settings. Implications for research and practice regarding the role of strategic learning are discussed.
dc.description.departmentCurriculum and Instruction
dc.description.versionThis is the author accepted manuscript version of an article published in Educational Research Review.
dc.formatText
dc.formatText
dc.format.extent34 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationLASSI's Great Adventure: A Meta-Analytic Review of the Learning and Study Strategies Inventory and Academic Outcomes. Educational Research Review, 34.
dc.identifier.doihttps://doi.org/10.1016/j.edurev.2021.100407
dc.identifier.urihttps://hdl.handle.net/10877/17170
dc.language.isoen
dc.publisherElsevier
dc.sourceEducational Research Review, 2021, Vol. 34. 100407.
dc.subjectlearning and study strategies inventory
dc.subjectLASSI
dc.subjectlearning strategies
dc.subjectacademic achievement
dc.subjectmeta-analysis
dc.titleLASSI's Great Adventure: A Meta-Analytic Review of the Learning and Study Strategies Inventory and Academic Outcomes
dc.typeArticle

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