Learning And Study Strategies Inventory Research Articles

Gender differences in learning and study strategies impact medical students’ preclinical and USMLE step 1 examination performance

BackgroundEvaluation of students’ learning strategies can enhance academic support. Few studies have investigated differences in learning strategies between male and female students as well as their impact on United States Medical Licensing Examination® (USMLE) Step 1 and preclinical performance.MethodsThe Learning and Study Strategies Inventory (LASSI) was administered to the classes of 2019–2024 (female (n = 350) and male (n = 262)). Students’ performance on preclinical first-year (M1) courses, preclinical second-year (M2) courses, and USMLE Step 1 was recorded. An independent t-test evaluated differences between females and males on each LASSI scale. A Pearson product moment correlation determined which LASSI scales correlated with preclinical performance and USMLE Step 1 examinations.ResultsOf the 10 LASSI scales, Anxiety, Attention, Information Processing, Selecting Main Idea, Test Strategies and Using Academic Resources showed significant differences between genders. Females reported higher levels of Anxiety (p < 0.001), which significantly influenced their performance. While males and females scored similarly in Concentration, Motivation, and Time Management, these scales were significant predictors of performance variation in females. Test Strategies was the largest contributor to performance variation for all students, regardless of gender.ConclusionGender differences in learning influence performance on STEP1. Consideration of this study’s results will allow for targeted interventions for academic success.

Old Habits Die Hard: Regression in Learning and Study Strategies Inventory Scores in PharmD Students

ObjectivesPrior studies have demonstrated that “learning to learn” (L2L) courses can lead to significant improvements in students’ Learning and Study Strategies Inventory (LASSI) scores immediately following the course. The objective of this study was to analyze whether improvements in LASSI scores are sustained one year following an L2L elective course. MethodsFirst-year pharmacy students in the Classes of 2024 and 2025 completed the LASSI at the start of the Fall semester and again immediately following an L2L course. One year later, during the second professional year, students completed the LASSI a third time. Repeated measure multivariate analysis of variance was used to analyze within-subject differences in LASSI scores across each of the 10 LASSI scales. Univariate analysis of variance with Bonferroni correction was used for pairwise comparison. ResultsA total of 119 students completed all three LASSI assessments. LASSI scores improved in all 10 scales following completion of the learning to learn course; however, one year after the completion of the course there was a statistically significant regression in all 10 scale scores (Wilks’ Λ (20,98) = 8.7). Among the 10 scales, attitude and concentration were statistically significantly lower during the second professional year compared to baseline at the start of the first professional year. Selecting main ideas was the only scale score higher during the second professional year compared to baseline. ConclusionsDespite marked improvements in LASSI scores following the implementation of a “learning to learn” course for first year pharmacy students, the improvements were not sustained one year later.

Opening the Black Box of Virtual Education: Medical Students’ Learning and Study Strategies

Background: This study explains learning and study strategies in virtual education among medical students during the coronavirus disease 2019 (COVID-19) pandemic and analyzes its relationship with their academic performance. Methods: This cross-sectional study included 298 medical students in preclinical disciplines in the medical curriculum at Mashhad University of Medical Sciences (MUMS), Mashhad, Iran. The data were collected from students who completed the Learning and Study Strategies Inventory (LASSI) within 2 weeks, from the 10th of June 2021 to the 24th of June 2021. This questionnaire measures three variables related to skill, self-regulation, and will. The data were analyzed using independent t-test, correlation, analysis of variance (ANOVA), and Tukey post hoc tests by SPSS software (version 23). Results: The highest and lowest mean scores of the LASSI questionnaire were related to information processing (28.54 ± 4.10) and study aids (22.41 ± 4.07), respectively. Each scale’s possible score range was from 8 to 40 points. The results indicated significant statistical differences between different genders of students in anxiety, attitude, motivation, time management, and self-testing (P &lt; 0.05). In all areas of the LASSI, except self-testing and study aids, the students’ mean scores with a grade point average (GPA) - range of 0 to 20 - higher than 17.5 were significantly higher than those with GPAs lower than 14.85 and those with GPAs between 14.86 to 17.50 (P &lt; 0.05). Conclusions: Since learning and studying strategies contribute to student’s academic success and facilitate the learning process, they can be improved using educational involvement. Embedding learning and study strategies interventions in curriculum design and learning content could help promote academic performance.

How Learning Strategies and Academic Parameters Predict Medical Student Success.

Background Student scores on the Learning and Study Strategies Inventory (LASSI), an assessment of academic skills, have been shown in previous studies to be significantly different between U.S. medical students based on their scores in various examinations during the pre-clerkship curriculum. This study aimed to evaluate LASSI and other early academic performance markers for predicting the likelihood of shelf exam underperformance in third-year medical students. Methods A retrospective analysis of student-specific demographic information and medical school exam performance from 220 medical students from the University of Texas Southwestern was performed. Students were then categorized based on underperformance (score in &lt;25th percentile) on each NBME shelf exam and statistical analysis was performed to identify predictors of shelf underperformance. Results For predicting Surgery shelf underperformance, pre-clerkship final exam average (PCA), STEP 1, and LASSI Time Management (TMT) were statistically significant in univariate analysis. Internal Medicine: PCA, STEP 1, LASSI Attitude (ATT), Test Strategies (TST), and TMT. Pediatrics: PCA and STEP 1 quartile. Obstetrics-Gynecology: PCA, STEP 1, and LASSI Anxiety (ANX), with ANX an independent predictor on multivariate analysis. Neurology: PCA, STEP 1, LASSI ANX, Information Processing (INP), TST, and average LASSI, with PCA, LASSI Concentration (CON), TMT, and ANX independent predictors on multivariate analysis. Family Medicine: PCA, STEP 1, LASSI ANX, TST, and Using Academic Resources (UAR), with PCA an independent predictor on multivariate analysis. Psychiatry: only STEP 1 was significant. Conclusion In contrast to previous studies, no single LASSI scale was significantly associated with underperformance on all 7 NBME shelf exams. Univariate analysis identified several LASSI scales that correlated with NBME underperformance, but the drastic inter-clerkship heterogeneity makes use of these scales in early academic intervention impractical. Conversely, PCA was found to be strongly associated with shelf exam underperformance.

The Effectiveness of Integrating Learning Management to Online Project-Based Learning on Students' Metacognitive Abilities

Metacognition is one of the important components to measure student learning achievement in the university. Metacognition knowledge can significantly measure students' critical thinking skills, especially in solving problems. The ability to solve problems serves as a bridge among metacognition as well as educational success. This study aims to determine metacognitive knowledge on the ability to solve complex problems in social geography. The sample of the research sample were 163 divided into two control and experimental groups. The experimental class used online project-based learning, and the control group used conventional learning. The instrument used to collect the metacognitive data uses was learning and Study Strategies Inventory (LASSI) adapted to the characteristics of students. By 77 items of LASSI were 48 items were valid and reliable used in this study. The result showed that the experimental group using online project-based learning had better metacognitive knowledge, especially on variables that had significant differences of p &lt; 0.05, such as Information Processing, Attitude, Motivation, Self-Testing and Aids Studies. Furthermore, differences in the ability to solve complex problems of social geography are discussed in this study.

Training program concerning employ energetic learning strategies among pediatric nursing students: developmental study

Background: Strengthening pediatric nursing students to keep pace with digital development so that they can choose an active learning strategy that suits their educational goals, identify educational resources, and have the ability to evaluate themselves. Purpose and Design: This study was adopted a quasi-experimental pre and posttest equivalent experiment and control group, design to examine the effects of training program on developmental level of pediatric nursing student’s related to employ energetic learning strategies and self-efficacy. Sample and Setting: Hundred nursing students who enrolled in Pediatric Nursing course in nursing faculty, Benha university, Egypt. Instruments Tool 1: The Learning and Study Strategies Inventory (LASSI) to measure learning and study practices and attitudes. Tool II: " Modified Short version self-efficacy (SES) to measure student’s self-efficacy. Tool III: "Modified Short version the flow state scale (FSS) to measure positive optimal experience experiment group only post applies on pediatric nursing course content. Results: There was statistically positive correlation between pediatric nursing students&#39; female gender with urban residence and well-mannered developmental level concerning the Learning and Study Strategies Inventory, employs energetic learning strategies and their self-efficacy soon after training program. The majority of subgroup pediatric nursing students’ trial reported that high score and narrated efficiency learning strategies was animation videos and simulation in practical content and web/computer assisted learning and problem-based learning in theoretical content. Conclusion and Recommendation: Research assert that training program was effective and linked with high developmental level of pediatric nursing students about employing active learning strategies and self-efficacy. Distributing the content of the pediatric nursing curriculum on energetic learning strategies and directing students to learning the course according to the appropriate strategy type this is after their creativity in applying.

Training program concern employ energetic learning strategies among Pediatric nursing students: developmental study

AbstractBackground:Strengthening pediatric nursing students to keep pace with digital development so that they can choose an activelearning strategy that suits their educational goals, identify educational resources, and have the abilitytoevaluate themselves.Purpose and design: This study was adopted a quasi-experimental pre and posttest equivalent experiment andcontrol group, design to examine the effects of training programon developmental levelof pediatric nursingstudent’s related toemploy energetic learning strategies and self-efficacy.Sample and setting:hundred nursing students who enrolled in Pediatric Nursing course in nursing faculty,Benha university, Egypt.Instruments:Tool 1: The Learning and Study Strategies Inventory (LASSI) to measure learning and studypractices and attitudes. Tool II: " Modified Short version self-efficacy (SES) to measure student’s self-efficacy.Tool III: "Modified Short version the flow state scale (FSS) to measure positive optimal experience experimentgroup only post applies on pediatric nursing course content.Results:There was statistically positive correlation between pediatric nursing students' female gender withurban residence and well-mannered developmental level concerning the Learning and Study StrategiesInventory, employs energetic learning strategies and their self-efficacy soon after training program. Themajority of subgroup pediatric nursing students’ trial reported that high score and narrated efficiency learningstrategies was animation videos and simulation in practical content and web/computer assisted learning andproblem-based learning in theoretical content. Conclusion and recommendation: Research assert that trainingprogram was effective and linked with high developmental level of pediatric nursing students about employingactive learning strategies and self-efficacy.Distributingthe content of the pediatric nursing curriculum onenergetic learning strategies and directing students to learning the course according to the appropriate strategytype this is after their creativity in applying.

Learning and studying during the pandemic: A comparison between students' learning and study strategy orientations before and during the COVID-19 period

This study compared first-year university students' learning and study strategy (LSS) orientations before COVID-19 and during COVID-19. We analysed data from 1 632 eligible frrst-year university students who completed the Learning and Study Strategies Inventory (LASSI). Mean and proportion comparison data indicated a significant decrease in students' LSS orientations during the COVID-19 period compared to pre-COVID-19. During the pandemic, 45.29% of the students were in the at-risk range compared to 31.62% pre-pandemic, representing a 13.67% increase. The data indicate that students' at-risk LSS scores increased in terms of higher anxiety levels, reduced learning attitude disruption, lower motivation, less self-testing and information processing, lower use of academic resources, emotional distress, and disruption of familiar routines during the COVID-19 pandemic. Student development services should provide targeted support interventions addressing these LSS risks to students.

Enhancing Self-Regulation through the Growth Mindset Stimulation

Abstract. Self-regulation is highly needed during pandemics learning. It supports students with appropriate actions, thoughts, and feelings in learning. Embedding self-regulation in the class will anticipate the learning loss. The objective of this research is to enhance self-regulation through growth mindset stimulation specifically through the implementation of an e-module. This research is applying a research &amp; development method. The research was conducted with samples of 126 students from the 7th grade of junior high school. Students mindset were measured with mindset check up (Brainology), while student’s self-regulation was identified based on the Learning and Study Strategies Inventory (LASSI) test. The result of the study shows that the stimulation given from the growth mindset is effective to enhance self-regulation. Students’ attitude toward their learning is improving due to the growth mindset stimulation.

Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students.

Predictors of academic success in anatomy have been studied, but not in Doctor of Physical Therapy (DPT) students. The objectives of this study were to (1) explore predictors of academic success in a DPT anatomy course, (2) evaluate sex-based differences in the predictors of academic success and their influence on anatomy course grade, and (3) investigate the influence of the DPT anatomy course on visual-spatial ability. Forty-nine DPT students completed a demographic questionnaire, Learning and Study Strategies Inventory (LASSI), and Mental Rotations Test (MRT) before the ten-week anatomy course (MRT-1) and repeated the MRT at the end of the course (MRT-2). Anatomy course grade was determined based on quizzes and written and practical examinations. Multiple regression analysis showed significant associations between the predictor variables age (p=0.010) and the LASSI anxiety subscale (p=0.017), which measures anxiety coping, with the anatomy course grade. On the MRT-1, male DPT students attempted and correctly answered more questions than females (both, p < 0.0001). Female students had higher LASSI self-regulation and use of academic resources subscale scores (both, p < 0.05). In the 44 DPT students that completed the MRT-2, the number of correct and attempted responses increased following the anatomy course (p < 0.0001). Age and anxiety coping, but not sex, are predictors of anatomy course grades in DPT students. Mental rotations test scores improved following the anatomy course. The LASSI should be used in other cohorts to identify students with low anxiety subscale scores in order to provide targeted support.

A Study on Thai Student-Teachers’ Online Learning Behaviors in the COVID-19 Pandemic

The COVID-19 pandemic causing severe and lethal conditions by means of contact or airborne transmission has significantly altered our normal way of life. Having regular face-to-face contacts poses a great risk even with precaution measures taken resulting in a drastic change in the realm of learning and teaching from onsite to online. Studying online has been seen as problematic and received negative feedbacks, especially in the aspects of the comprehensibility of lessons and unusual learning atmospheres. This negativity contributes to the changes in students’ behaviors which, as a result, significantly affects the learning outcome and academic achievements. This study, then, aims to investigate Thai student-teachers’ online learning behaviors during the pandemic and to study the relationship between Thai student-teachers’ online learning behaviors and learning achievement during the pandemic. The 118 participants, selected by the purposive sampling method, were student teachers enrolling in the Learning and Instruction course in the first semester of the 2020 academic year when the transition from onsite to online learning started. The instruments were the Learning and Study Strategies Inventory (LASSI) adopted from Weinstein and Palmer (2002) and a learning achievement test. The statistics used in the data analysis were percentage, mean score, standard deviation, and Pearson’s Correlation Coefficient. The results of the study were (1) 10 strategic learning behaviors were found to be used by student-teachers in Thailand in online learning during the COVID-19 outbreak and (2) the behaviors of information processing, motivation, concentration, and self-testing were correlated with learning achievement. The results could be implemented to develop teacher education processes and academic works in the related field.

The Relationship between Gross Anatomy Performance and the Learning and Study Strategies Inventory (LASSI) Among Physician Assistant Students

BackgroundSelf‐regulated learning (SRL) is defined as the processes that one carries out to accomplish goals through self‐directed use of specific strategies. In essence, it involves how someone becomes the master of their own learning processes and comprises behaviors of skill, will, and self‐regulation. Evidence supports that high levels of SRL are correlated with better grades and higher academic achievement. Tools exist to measure SRL in higher education, with the Learning and Study Strategies Inventory (LASSI) being one such tool (Weinstein et al., 2016). It is a 60‐item inventory that measures 10 subscales including motivation, anxiety, test strategies, time management, and selecting main ideas.ObjectiveThis study aims to address whether there is a correlation between LASSI subscales and gross anatomy performance in a sample of physician assistant (PA) students. While growing numbers of medical and dental programs utilize the LASSI to examine SRL, its use in allied health student populations has not been explored extensively. I hypothesized that there is a positive relationship with anatomy performance and LASSI scales such as motivation, test taking skills, and use of academic resources and a negative relationship with anxiety.MethodsFirst year students enrolled in a physician assistant program were invited to participate in the study during the second semester of their first year, following the completion of a four‐credit gross anatomy course and other basic science coursework taken during the first semester of the first year. The timing of LASSI administration was chosen as it was thought to more accurately reflect their SRL as a PA student, as opposed to administration upon program entry when it would measure their SRL prior to graduate school. It was a programmatic requirement to complete the LASSI, however participation and use of educational records in the study was voluntary, with written consent given. Spearman correlation was used to evaluate the association between the LASSI subscales and the average grade of four sets of exams (written and practical), as well as final grade. Analyses were performed using SPSS Version 27 and significance level was set at p&lt;0.05.ResultsA total of 49 students completed the LASSI and 5 students opted out of the study, rendering an 89.8% response rate (n=44). Two LASSI subscales had significant positive correlations with anatomy performance 1) test strategies: exam 1 (r=.618, p&lt;0.01), exam 2 (r=.451, p&lt;0.01), exam 3 (r=.343, p&lt;0.05), exam 4 (r=.325, p&lt;0.01), and final anatomy grade (r=.502, p&lt;0.01) and 2) selecting main ideas: exam 1 (r=.374, p&lt;0.05).Conclusion and ImplicationsThe hypothesis that anatomy performance would be negatively correlated with anxiety and positively correlated with test strategies and other LASSI subscales was partially supported. This preliminary study reveals that only two LASSI subscales had significant positive correlations with anatomy performance: test strategies and selecting main ideas. Anxiety did not have a significant correlation with anatomy performance. It is unsurprising that a relationship exists between test‐taking strategies and anatomy grades, and the strength of this relationship decreased as students progressed through the semester. This research suggests that explicit instruction of test taking skills, SRL, and metacognitive awareness early in the curriculum may improve anatomy performance.

Learning English Online: The Questions of Skill, Will, Self-Regulation and Academic Performance

Students’ learning strategy is essential to ensure how students are able to manage their studies. Unlike traditional classroom where regular class meetings and instructors monitoring and supporting students’ learning, online learning requires students’ own skills, motivation, and self-regulation. This study aimed at identifying students’ learning strategy in learning English online. This was measured using the Learning and Study Strategies Inventory (LASSI) that examined students’ strategy use under the dimensions of skill, will and self-regulation. The data were procured from a set of questionnaires constructed based on LASSI components and distributed to 127 diploma level students, registered in an English course in a university in Malaysia. The analysis shows that the students employed all the strategies examined in their learning, indicating that they had the skills and ability related to identifying and acquiring information, and demonstrating their knowledge on evaluative procedure at varying levels. However, the analysis points out that not all the subscales can be a predictor for the students’ performance. There were varying correlations between students’ strategic learning and their academic performance. The findings also indicate that gender influenced the use of the strategic learning components, that female students had better control when dealing with motivation, emotion and management of a person’s own cognition, behaviour and emotion, while male students were better in the aspects of knowledge and the application of use. The findings can inform instructors or institutions on providing academic resources or any specific intervention programme that can be organised to ameliorate students’ academic performance.

Self-Regulated Learning On Program Entry in Doctor of Physical Therapy Students: A Pilot Study

Introduction. The transition to graduate study can be difficult for entry-level physical therapist (Doctor of Physical Therapy [DPT]) students to make. One factor that may support this transition is the development of self-regulated learning (SRL). SRL has been associated with academic success in graduate health professions programs. Despite previous academic achievement, some DPT students struggle with first semester coursework. It is unknown whether these students have adequate SRL skills. Therefore, this study examined students' perceived SRL skills on program entry. Methods. Participants enrolled in their first semester of a DPT program were recruited from a medium-sized historically minority serving institution in the Southeastern United States. Doctor of Physical Therapy students (N = 28) completed the Learning and Study Strategies Inventory (LASSI) instrument to discover perceived abilities in SRL. The LASSI is a valid and reliable instrument that assesses skills, strategies, and behaviors of SRL and has been used in other graduate health professions. Demographic data and LASSI scores were evaluated using descriptive statistics, and between-group comparisons were performed using nonparametric independent tests and analysis of variance. Significance was set at an alpha level of &lt;.05. Results. Entering students perceived a need for moderate or high levels of support in most areas of SRL as measured by the LASSI. Statistically significant demographic differences in scale scores found within the cohort included minority status, undergraduate institution, and gender. Discussion/Conclusion. This study provides insights into the areas of support DPT students need for SRL that may have implications for early academic support. Diverse students may have different supportive needs. Further research is needed to discover SRL development needs in DPT students.

Do Learning and Study Strategies Predict Success in Hybrid-Online Physical and Occupational Therapist Education?

Purpose: An understanding of the learning strategies most accurately predictive of success has become increasingly important as health professional education programs scale the utilization of online learning in the wake of COVID-19. The purpose of this study was to examine the predictive relationship between The Learning and Study Strategies Inventory (LASSI) and cumulative professional GPA (cpGPA) in hybrid-online physical (PT) and occupational therapist (OT) education. Methods: A convenience sample collected N=149 entry-level PT and OT students from three campuses across Florida, Texas, and California. A total N(%) of 89(59.7%) PT and 60(40.3%) OT students were included for analysis [48(32.2%) male; 101(67.8%) female]. A cross-sectional and predictive correlational study design was utilized. Participants self-administered the LASSI and cpGPA was collected in Spring 2020. Standard multiple linear regression analyses were conducted. Results: Neither the LASSI scales, R2 = 0.05 [F(10, 138) = 0.71, p = 0.71], nor the LASSI components, R2 = 0.01 [F(3, 145) = 0.56, p = 0.64], were able to accurately predict cpGPA. These findings contradict many prior studies in health professions education where anxiety, attitude, motivation, test strategies, and time management have been significant predictors. Conclusion: This study should be repeated due to a threat to internal validity, the COVID-19 pandemic, which may have influenced outcomes to an unknown degree. The predictive nature of this measure under more natural conditions remains unknown for this population of learners.

Structure and norms of the Learning and Study Strategy Inventory: A comparison of South African and American samples

This study examined the factorial structure and scale values of the Learning and Study Strategies Inventory (LASSI) among a sample of South African university students (N = 6 065). Principal components and confirmatory factor analysis of the data yielded two factors, namely “meta-learning” and “information control” that accounted for 60.54% of the variance. In comparison to a sample comprising American students, the South African students self-reported with significantly higher scores, suggesting a possible cultural difference in endorsing learning and studying approaches. Further cross-cultural research on the LASSI is needed to provide evidence on its cross-cultural transportability.

Learning Strategy and Higher Order Thinking Skills of Students in Accounting Studies: Correlation and Regression Analysis

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS's mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire, which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.

The Use of Learning and Study Strategies Inventory (LASSI) to Investigate Differences Between Low vs High Academically Performing Medical Students.

This study examines differences in the Learning and Study Strategies Inventory (LASSI) 10-subscale scores between low and high academically performing medical students relative to internal and external examinations. The LASSI instrument was administered to 180 medical students from three classes (2016, 2017, and 2018). To measure the strength of association between LASSI 10-subscale scores and performance on overall biomedical sciences and the United States Medical Licensing Examination (USMLE) Step 1, Pearson product-moment correlation analyses were performed. One-way ANOVA and Bonferroni post-hoc analyses were performed to identify statistically significant differences on LASSI scores between students grouped by quartiles according to their performance on USMLE Step 1 examination (external performance measure) and by their average letter grade in the overall biomedical sciences (internal performance measure). Significant associations were observed between Anxiety, Motivation, and Test Strategies and students' performance on both overall biomedical sciences and USMLE Step 1 examinations. Anxiety, Motivation, and Test Strategies were different between "A" and "C" students in the overall biomedical sciences. Anxiety, Information Processing, Motivation, Selecting Main Idea, and Test Strategies were significantly different between the upper and lower quartiles in USMLE Step 1 student performance. Anxiety, Motivation and Test Strategies are the main LASSI subscales that were significantly different between high-performing and low-performing students for internal and external examinations. Interestingly, the same LASSI subscales Anxiety, Motivation, and Test Strategies were correlated with students' performance in internal and external examinations.

Learning Strategy and Higher Order Thinking Skills of Students in Accounting Studies: Correlation and Regression Analysis

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS’s mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.

Tradução e adaptação do learning and study strategies inventory - lassi 3ª edição para uso no brasil: considerações metodológicas

A autorregulação envolve controle dos processos cognitivos e metacognitivos da motivação, das emoções e do comportamento. Embora o tema da aprendizagem autorregulada tenha atraído o interesse de pesquisadores brasileiros, a produção do conhecimento e sua necessária aplicação no contexto educativo ainda é incipiente. É mais recente também a preocupação com o desenvolvimento e o emprego de instrumentos mais válidos e confiáveis para medida integrada das variáveis associadas à aprendizagem autorregulada. Assim, o presente estudo é parte de uma pesquisa maior, em intercâmbio interinstitucional, financiada pelo Conselho Nacional de Pesquisa e Tecnologia (CNPq), que visa compreender os fatores cognitivos, metacognitivos, afetivos, motivacionais associados ao sucesso acadêmico no Ensino Superior. Seu objetivo é relatar os procedimentos metodológicos relacionados à tradução e adaptação do Learning and Study Strategies Inventory – LASSI (Inventário de Estratégias de Estudo e Aprendizagem), versões para o Ensino Superior (3ª edição) desenvolvido por Weinstein, Palmer e Acee (2016), como passo inicial para os estudos futuros de validação para o seu uso no contexto brasileiro. Tem-se em vista contribuir para o avanço do conhecimento acerca da mensuração de variáveis psicológicas associadas à aprendizagem e ao sucesso acadêmico de forma mais integrada, válida e confiável.