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ERIC Number: ED551906
Record Type: Non-Journal
Publication Date: 2012
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-4060-8
Using the Learning and Study Strategies Inventory to Predict Learner Performance in Online and Traditional Educational Psychology Courses
Slaybaugh, Chad E.
ProQuest LLC, Ph.D. Dissertation, Northern Arizona University
In college settings today, learners have increasing availability of choice between participating in Traditional group attendance courses, and participating individually in those same courses asynchronously Online. This study investigated the relationship between learner's characteristics and their performance in an educational psychology course. This study also examined if there were differences in learner characteristics between students who attended Traditional courses and those who participated in the same course asynchronously Online. Finally, this study examined the internal relationship patterns among the 10 scales of the Learning and Study Strategies Inventory, Second Edition (LASSI-2), the three components of the Skill, Will, and Self-Regulation (SWSR) interpretation model, and the three constructs of the Affective, Goal, and Comprehension Monitoring Strategies (AGC) interpretation model. Learner characteristics were inventoried using the LASSI-2, which provides a ten scale profile. The SWSR model clustered the scales into components and the AGC model into constructs. Student performance was determined by final course grade. The sample included 344 undergraduate teacher education students pursuing bachelor's degrees at Northern Arizona University. Multiple logistic regression analysis found that only the Will component of the SWSR model predicted learner success and further analysis identified the Motivation scale of the LASSI-2 as the only significant contributor for Will. AGC constructs were absent any predictive relationship with learner performance. Multivariate analysis of variance showed that students who chose to participate in an Online course scored significantly higher on the Self-Regulation component and Affective Strategies construct than did peers who chose to attend a Traditional format course. Finally, bivariate correlation analysis confirmed that both the SWSR and AGC interpretation models are internally cohesive among components and constructs. These findings can be useful to college students selecting between Traditional and Online course formats, and by college faculty advising these students in that learner characteristics clustered in the Affective Strategies construct and the Self-Regulation component were shown to positively correlate with online instruction. Additionally, these findings can be useful for instructors working to improve the performance of their students by reinforcing the vital role of motivation in both Online and Traditional settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory