Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation

Autor/inn/en	Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.
Titel	Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation
Quelle	In: Contemporary Issues in Education Research, 5 (2012) 2, S.109-116 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Academic Achievement; Learning Strategies; Measures (Individuals); Study Skills; Gender Differences; Comparative Analysis; Statistical Significance; Student Attitudes; Student Motivation; Time Management; Test Wiseness; Correlation; Anxiety; Student Interests; Attention Control; Cognitive Processes; Self Evaluation (Individuals); Statistical Analysis; Undergraduate Students; Grade Point Average; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Studientechnik; Geschlechterkonflikt; Schülerverhalten; Schulische Motivation; Zeitmanagement; Korrelation; Angst; Studieninteresse; Aufmerksamkeitstest; Cognitive process; Kognitiver Prozess; Statistische Analyse
Abstract	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 student's 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01