Location
Room 210
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study highlights the relationships between learning and study strategies with student adaptation to college. Postsecondary students (n = 146) completed a demographic questionnaire, the Learning and Study Strategies Inventory (LASSI), and the Student Adaptation to College Questionnaire (SACQ). Students were trifurcated into low, average, and high achieving groups by GPA. Data was analyzed using multiple regression and correlational techniques. LASSI subscales significantly predicted adaptation to college as measured by the SACQ for average and high achieving students, but did not significantly predict adaptation to college for low achieving students. The unique contributions of the LASSI subtests varied in the two significant predictions. Anxiety and attitude significantly contributed to the prediction of adaptation to college for average achieving students. Anxiety was the only significant contributor for high achieving students. Upon further exploration, anxiety was found to influence distinct facets of student adaptation to college depending on level of student achievement. Anxiety correlated significantly with personal-emotional adjustment for average achieving students. For high achieving students, anxiety significantly correlated with all four dimensions of student adaptation (i.e., academic, social, and personal-emotional adjustment, and institutional attachment).
Keywords
Student adaptation, Adjustment, Anxiety, Study strategies, Retention
Recommended Citation
Adams, Katharine S., "Predicting Student Adaptation to College by Learning and Study Strategies" (2014). Georgia Educational Research Association Conference. 41.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/41
Proposal
Predicting Student Adaptation to College by Learning and Study Strategies
Room 210
This study highlights the relationships between learning and study strategies with student adaptation to college. Postsecondary students (n = 146) completed a demographic questionnaire, the Learning and Study Strategies Inventory (LASSI), and the Student Adaptation to College Questionnaire (SACQ). Students were trifurcated into low, average, and high achieving groups by GPA. Data was analyzed using multiple regression and correlational techniques. LASSI subscales significantly predicted adaptation to college as measured by the SACQ for average and high achieving students, but did not significantly predict adaptation to college for low achieving students. The unique contributions of the LASSI subtests varied in the two significant predictions. Anxiety and attitude significantly contributed to the prediction of adaptation to college for average achieving students. Anxiety was the only significant contributor for high achieving students. Upon further exploration, anxiety was found to influence distinct facets of student adaptation to college depending on level of student achievement. Anxiety correlated significantly with personal-emotional adjustment for average achieving students. For high achieving students, anxiety significantly correlated with all four dimensions of student adaptation (i.e., academic, social, and personal-emotional adjustment, and institutional attachment).
