ERIC Number: ED509393
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 15
Using the LASSI to Predict First Year College Achievement: Is a Gender-Specific Approach Necessary?
Bender, David S.; Garner, Joanna K.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
LASSI responses were combined with SAT and GPA information from 342 first year college students to examine relationships between study habits, motivation, gender and achievement. Gender pervasively influenced the results. Despite lower SAT scores, females attained higher first year college GPAs. LASSI [Learning and Study Skills Inventory] responses differed by gender with females scoring higher on five sub-scales. Male students were disproportionately represented in the lowest quartile group for three LASSI sub-scales. Predictors of first year GPA also differed by gender, explaining 27% and 19% variance for female and male students respectively. Overall, students scoring in the lowest quartile on Time Management or Attitude earned GPAs which were significantly poorer than their peers' GPAs. SATs correlated with LASSI subscales but with gender differences. Results point to the use of LASSI sub-scale scores and a gender-specific approach to identify students at risk of academic failure. (Contains 8 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)