ERIC Number: EJ952259
Record Type: Journal
Publication Date: 2009-Jun
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0094-1956
EISSN: N/A
Study Strategy Predictors of Performance in Introductory Psychology
Marrs, Heath; Sigler, Ellen; Hayes, Kaira
Journal of Instructional Psychology, v36 n2 p125-133 Jun 2009
In this study, the relationship between student study strategies and performance in Introductory Psychology was examined. Eighty-eight students in three sections of Introductory Psychology at a Midwestern university in the United States completed a demographic questionnaire and the Learning and Study Strategies Inventory-2nd edition (LASSI-2) during class time within the first two weeks of the semester. The relationships between LASSI-2 subscales and a variety of achievement variables (high school GPA, college GPA, ACT score) as well as final grade in the course were explored. A discriminant analysis indicated that the Motivation subscale was the most important discriminator between students who were successful in Introductory Psychology (as measured by a grade of A and B) versus those who were unsuccessful (as measured by a grade of D or F). These results highlight the importance of considering motivational factors in introductory courses. (Contains 4 tables.)
Descriptors: Introductory Courses, Student Attitudes, Grade Point Average, Discriminant Analysis, Psychology, Study Skills, Learning Strategies, Questionnaires, Measures (Individuals), Student Motivation
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A