Study Skills Class Membership and Academic Performance

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-8 - Examining Synergistic Relationships Among Self-Regulated Learning and Motivational Variables

Abstract

By means of a Latent Profile Analysis, three subgroups were identified using study skills workshop series participants’ (n = 450) Learning and Study Strategies Inventory (LASSI) scale performance, with each group possessing correspondingly higher scores in all 10 scales. Following a retrospective predictive research design to determine what relationship, if any, existed between these latent groups and short-term (first-semester GPA, 1-semester persistence [fall-to-spring]) and long-term (graduation [4-, 5-, 6-year], 1-year retention [fall-to-fall]) academic performance indicators (APIs), multiple logistic regressions and multiple regressions were conducted. Only one API was identified as statistically significant (first-semester GPA [p < .001]), thereby calling into question the long-term relationship between LASSI scores and academic performance.

Authors

• John Jordan, Sam Houston State University

• Susan Troncoso Skidmore, Sam Houston State University

• Julie P. Combs, Sam Houston State University