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This study tested the degree to which subscales of the LASSI for Learning Online (LLO) (Weinstein & Palmer, 2006), a measure of learning strategies and study skills, predict student success in the form of passing grades, using a combination of large training ( N = 4,409) and cross-validation ( N = 3,203) samples. Discriminant function analysis against student success (GPA = 2.0 in Term 3) resulted in an overall hit-rate of 67%, and specificity and sensitivity of 70% and 60%, respectively. The present study also provides the first empirical evidence reported for the predictive validity for the online adaptation of the LASSI.
Andrew D. Carson (Thu,) studied this question.