title: The relationship between study strategies and academic performance.
abstract: OBJECTIVE
  To investigate if and to what extent the Learning and Study Strategy Inventory (LASSI) and the Self-Directed Learning Readiness Scale (SDLRS) yield academic performance predictors; To examine if LASSI findings are consistent with previous research.
  
  
  METHODS
  Medical school students completed the LASSI and SDLRS before their first and second years (n = 168). Correlational and regression analyses were used to determine the predictive value of the LASSI and the SDLRS. Paired t-tests were used to test if the two measurement points differed. Bivariate correlations and R2s were compared with five other relevant studies.
  
  
  RESULTS
  The SDLRS was moderately correlated with all LASSI subscales in both measures (r(152)=.255, p=.001) to (r(152)=.592, p =.000). The first SDLRS, nor the first LASSI, were predictive of academic performance. The second LASSI measure was a significant predictor of academic performance (R2(138)= 0.188, p = .003). Six prior LASSI studies yielded a range of R2s from 10-49%.
  
  
  CONCLUSIONS
  The SDLRS is moderately correlated with all LASSI subscales. However, the predictive value of the SDLRS and LASSI differ. The SDLRS does not appear to be directly related to academic performance, but LASSI subscales: Concentration, Motivation, Time Management, and Test Strategies tend to be correlated. The explained LASSI variance ranges from 10% to 49%, indicating a small to substantial effect. Utilizing the LASSI to provide medical school students with information about their strengths and weaknesses and implementing targeted support in specific study strategies may yield positive academic performance outcomes.
authors.affiliation: Office of Medical Education, Texas A&M University Health Science Center, College of Medicine, Bryan, Texas, USA.
authors.forename: Yuanyuan
authors.initials: Y
authors.lastname: Zhou
authors.affiliation: Office of Medical Education, Texas A&M University Health Science Center, College of Medicine, Bryan, Texas, USA.
authors.forename: Lori
authors.initials: L
authors.lastname: Graham
authors.affiliation: Office of Medical Education, Texas A&M University Health Science Center, College of Medicine, Bryan, Texas, USA.
authors.forename: Courtney
authors.initials: C
authors.lastname: West
mesh_terms: D004501:Education, Medical / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D013337:Students, Medical / Q000523:psychology; D011795:Surveys and Questionnaires
keywords: academic performance; assessment; learning strategies; study strategies