LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes |
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| Institution: | 1. Department of Curriculum and Instruction, Texas State University, United States;2. Collin College, United States;3. Department of Educational Psychology, The University of Texas at Austin, United States;1. Department of Psychology, University of Education Karlsruhe, Germany;2. Department of Educational Science, University of Freiburg, Germany;1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany;1. School of Education, Technical University of Munich, Arcisstraße 21, 80333, Munich, Germany;2. Department of Methods in Learning Research, University of Augsburg, Universitätsstraße 10, 86159 Augsburg, Germany;3. Department of Educational Studies, Swarthmore College, Swarthmore, PA 19081 USA |
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| Abstract: | There 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. |
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| Keywords: | Learning and study strategies inventory LASSI Learning strategies Academic achievement meta-Analysis |
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