CoChat
Sign Up
Cited by 35Innovations in Medical EducationMedical Education and AdmissionsEducational Outcomes and Influences

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

Open access
Khalil, Mohammed K., Williams, Shanna E., Hawkins, H. Gregory·2020·Medical Science Educator
DOI 10.1007/s40670-019-00897-wPMC PMC8368407
Open this paper in CoChat — free account

Abstract

Objectives 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. Methods 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). Results 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. Conclusions 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.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s40670-019-00897-w

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Intentional grouping strategies, supported by tools like the LASSI, can significantly enhance both cognitive and social presence in online and hybrid learning environments.

    “The authors propose that intentional grouping strategies, supported by tools like the LASSI (Weinstein et al., 2002), can significantly enhance both cognitive and social presence in online and hybrid learning environments.”

    From Intentional Grouping: Impacts on Cognitive and Social Presence in a Hybrid Classroom (2025) · cites this paper as Khalil et al., 2019

    The Introduction identifies LASSI as an instrument for assessing learning and study strategies. It does not address intentional grouping or show that grouping enhances cognitive and social presence in online or hybrid learning environments. The citing sentence frames that proposed effect as the citing authors’ own proposal. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • LASSI subscale scores of anxiety, motivation, and test strategies correlate with academic achievement, particularly in healthcare professions.

    “Research illustrates the correlations between specific LASSI subscale scores of anxiety, motivation, and test strategies with academic achievement, particularly in healthcare professions (Khalil et al., 2019).”

    From Intentional Grouping: Impacts on Cognitive and Social Presence in a Hybrid Classroom (2025) · cites this paper as Khalil et al., 2019

  • Intentional grouping deliberately assembles groups based on characteristics like learning styles or study strategies to improve collaborative outcomes, and group dynamics can be optimized by balancing cognitive and emotional traits.

    “Intentional grouping deliberately assembles groups based on characteristics like learning styles or study strategies to improve collaborative outcomes, recognizing that group dynamics affect learning and can be optimized by balancing cognitive and emotional traits (Khalil et al., 2019).”

    From Intentional Grouping: Impacts on Cognitive and Social Presence in a Hybrid Classroom (2025) · cites this paper as Khalil et al., 2019

    The Introduction (page unavailable) describes LASSI as a measure of individual learning and study strategies, and the Discussion (page unavailable) relates those strategies to academic performance. Searches for intentional grouping, collaborative outcomes, and balancing cognitive and emotional traits found no passage addressing how to assemble learning groups. (LLM, conf=0.76)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 26

  1. [3]3. Lobb WB, Wilkin NE, McCaffrey DJ, Wilson MC, Bentley JP. The predictive utility of nontraditional test scores on first-year pharmacy student academic performance. Am J Pharm Educ. 2006;70(6):1 -6.
  2. [4]4. Sleight DA, Mavis BE. Study skills and academic performance among second-year medical students in problem-based learning. Med Educ Online. 2009;11:23.
  3. [5]5. Filho GR, Vieira JE. The relationship of learning environment, quality of life and study strategies measures to anesthesiology resident academic performance. Econ Educ Policy. 2007;104(6): 1467 -72.
  4. [6]6. West C, Sadoski M. Do study strategies predict academic performance in medical school? Med Educ. 2011;45(7):696 -703.
  5. [7]7. West C, Kurz T, Smith S, Graham L. Are study strategies related to medical licensing exam performance? Int J Med Educ. 2014;5:199 -204.
  6. [8]8. Khalil MK, Hawkins HG, Crespo LM, Buggy J. The relationship between learning and study strategies inventory (LASSI) and academic performance in medical schools. Med Sci Educ. 2017;27: 315 -20.
  7. [9]9. Khalil MK, Williams SE, Hawkins HG. Learning and study strategies correlates with medical students ' performance in anatomical sciences. Anat Sci Educ. 2018;11(3):236 -42. https://doi.org/10. 1002/ase.1742.
  8. [12]12. Prevatt F, Petscher Y , Proctor B, Hurst A, Adams K. The revised learning and study strategies inventory (LASSI): an evaluation of competing models. Educ Psychol Meas. 2006;66:448 -58.
  9. [13]13. Schutz CM, Gallagher ML, Tepe RE. Differences in learning and study strategies inventory scores between chiropractic students with lower and higher grade point averages. J Chiropr Educ. 2011;25:5 -10.
  10. [14]14. Schutz CM, Dalton L, Tepe RE. Learning and study strategies inventory subtests and factors as predictors of national board of chiropractic examiners part 1 examination performance. J Chiropr Educ. 2013;27(1):5 -10.
  11. [15]15. Medical School Requirements: Science GPA, Non-Science GPA, Overall GPA. The Princeton Review. TPR Education IP Holdings, LLC. 2019. https://www.princetonreview.com/med-school-advice/ gpa-for-medical-school
  12. [16]16. Cano F. An in-depth analysis of the learning and study strategies inventory (LASSI). Educ Psychol Meas. 2006;66:1023 -38.
  13. [17]17. Alkhateeb HM, Nasser R. Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the learning and study strategies inventory. Psychol Rep. 2014 Jun;114(3):947 -65.
  14. [18]18. Olejnik S, Nist SL. Identifying latent variables measured by the learning and study strategies inventory (LASSI). J Exp Educ. 1992;60:151 -9.
  15. [19]19. Olaussen BS, Braten I. Identifying latent variables measured by the learning and study strategies inventory (LASSI) in Norwegian college students. J Exp Educ. 1998;67:82 -96.
  16. [20]20. Stewart SM, Lam TH, Betson CL, Wong CM, Wong AM. A prospective analysis of stress and academic performance in the first two years of medical school. Med Educ. 1999;33:243 -50.
  17. [21]21. Park J, Chung S, An H, Park S, Lee C, Kim SY , et al. A structural model of stress, motivation, and academic performance in medical students. Psychiatry Investig. 2012 Jun;9(2):143 -9.
  18. [22]22. Fairchild AJ, Horst SJ, Finney SJ, Barron KE. Evaluating existing and new validity evidence for the academic motivation scale. Contemp Educ Psychol. 2005;30:331 -58.
  19. [23]23. Robbins SB, Oh IS, Le H, Button C. Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: integrated meta-analytic path analyses. J Appl Psychol. 2009;94:1163 -84.
  20. [24]24. Green M, Angoff N, Encandela J. Test anxiety and United States medical licensing examination scores. Clin Teach. 2016;13(2):142 -6.
  21. [25]25. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Acad Med. 2006;81(4):354 -73.
  22. [26]26. Ahmed I, Banu H, Al-Fageer R, Al-Suwaidi R. Cognitive emotions: depression and anxiety in medical students and staff. J Crit Care. 2009 Sep;24(3):e1 -7.
  23. [27]27. Sohail N. Stress and academic performance among medical students. J Coll Physicians Surg Pak. 2013;23(1):67 -71.
  24. [30]30. Proctor B, Hurst A, Prevant F, Petscher Y , Adams K. Study skills profiles of normal-achieving and academically struggling college students. J Coll Stud Dev. 2006;47(1):37 -51.
  25. [31]31. Haghani F, Sadeghizadeh A. Intervention in the learning process of second year medical students. J Res Med Sci. 2011;16(3):346 -52.
  26. [32]32. Priego CM, Muñoz GN, Ciesielkiewicz M. Blogs as a tool for the development of self-regulated learning skills: a project. American Journal of Educational Research. 2015;3(1):38 -42. <!-- image --> Publisher ' s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cited by

Sorted by citations

Authors
Khalil, M. K., Williams, S. E., & Hawkins, H. G.
Affiliations
  • University of South Carolina (US)
  • Piedmont Technical College (US)
Corresponding author
Khalil, Mohammed K.
ORCID
Venue
Medical Science Educator
Publisher
Springer Science and Business Media LLC
Published
2019-12-19
Volume
30
Issue
1
Pages
287-292
ISSN
2156-8650 (ISSN-L)
DOI
10.1007/s40670-019-00897-w
PMC
PMC8368407
OpenAlex
W2996264761
Cited by
35
References
1
Citations by year
2026: 4 · 2025: 3 · 2024: 11 · 2023: 7 · 2022: 5 · 2021: 5
FWCI
2.30
Type
journal article
Language
en
Open access
Licence
Locations
  • Medical Science Educator (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
  • Social Sciences › Education › Educational Outcomes and Influences
Keywords
Learning and Study Strategies Inventory, medical students, academic performance, study habits, test anxiety, motivation, test-taking strategies, USMLE Step 1, student performance prediction

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review