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Direct linkKinzie, Jillian – Journal of The First-Year Experience & Students in Transition, 2013
The essay examines the variety of research methods and measures used in the first-year experience and students-in-transition field over the past 25 years. Interrogating the extant research, Kinzie explores whether the methods and analytic processes most commonly employed are adequate to advance our understanding of complex issues in the field. The…
Descriptors: Research Methodology, Scholarship, Educational Research, Mixed Methods Research
Liu, Ying; Yin, Alexander C. – New Directions for Institutional Research, 2010
The authors begin this chapter by revisiting Astin, Panos, and Creager (1967), who developed a conceptual scheme to guide the selection of various types of measurements organized by three dimensions: (1) type of outcome; (2) type of data; and (3) time. In assessing basic skills, general education, and attainment of the major, the focus is on…
Descriptors: Outcomes of Education, Student Development, Individual Development, Colleges
Reaser, Abigail; Prevatt, Frances; Petscher, Yaacov; Proctor, Briley – Psychology in the Schools, 2007
This study compared learning and study strategies of students with attention-deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd…
Descriptors: College Students, Learning Disabilities, Hyperactivity, Academic Achievement
Peer reviewedLandrum, R. Eric; Chastain, Garvin – Journal of College Student Development, 1998
The results of college-level tutoring programs are best described as mixed. The present study was designed as an attempt to quantify the effects of being tutored at the college level. A pretest-posttest design involving the Learning and Study Strategies Inventory was used. Results support the use of tutoring. (EMK)
Descriptors: Academic Achievement, College Students, Higher Education, Student Personnel Services
Download full textEverson, Howard T.; Weinstein, Claire E.; Laitusis, Vytas – 2000
The importance of learning and study strategies in fostering academic achievement has generated a demand for assessing these behaviors. The Learning and Study Strategies Inventory-High School version (LASSI-HS) is one of the most popular of these assessment devices. This study analyzed the second order latent structure of the inventory, using a…
Descriptors: Ability, Academic Achievement, Factor Structure, High School Students
Cano, Francisco – Educational and Psychological Measurement, 2006
This study explores the latent structure of scores on the Learning and Study Strategies Inventory (LASSI) and analyzes the relationship between this structure and students' academic performance. Two independent samples of college freshmen (n = 527) and seniors (n = 429) completed the LASSI. Data analysis of the first sample revealed acceptable…
Descriptors: Learning Strategies, Factor Structure, Academic Achievement, Scores
Petersen, Rebecca; Lavelle, Ellen; Guarino, A. J. – Journal of College Reading and Learning, 2006
Working from a cognitive perspective, a range of studies have supported the relationship between study strategies and academic performance of college students (e.g., Peverly, Brobst, Graham, & Shaw, 2003). In particular, self-regulatory processes comprised of learner-directed activities geared toward promoting academic achievement have been…
Descriptors: College Students, Learning Strategies, Academic Achievement, Self Management
