Introduction/Review of Literature. Research in health professions education emphasizes the importance of self-regulated learning strategies in academic success. The Learning and Study Strategies Inventory (LASSI) is a validated measure of self-regulated learning and is linked to academic outcomes in health professions. However, its application in Doctor of Physical Therapy education remains underexplored. This gap is vital, as first-semester academic performance is a critical predictor of student retention. With increasing workforce demands and notable student attrition due to academic failure, withdrawal, or dismissal, identifying students who may benefit from academic support is critical. This study examined the relationship between LASSI scores and first-semester academic performance among first-year Doctor of Physical Therapy (DPT) students. Subjects. The sample included first-year physical therapy students, who voluntarily completed the LASSI during orientation in Fall 2024. Methods. A retrospective correlational design was used, employing Spearman correlations, point biserial correlations, and regression analysis to explore associations between LASSI subscales and academic outcomes. Results. Concentration, time management, and motivation subscales showed moderate positive correlations with course grades (ρ = 0.39 to 0.61, P < .01), with concentration emerging as the most consistent predictor across courses. Lower scores in anxiety, concentration, motivation, selecting main ideas, and overall LASSI averages were significantly correlated with academic failures and being placed on academic warning. Regression analysis revealed that LASSI subscales moderately predicted academic failures (R = 0.571, R 2 = 0.326), although the result was not statistically significant ( P = .198). In contrast, LASSI subscales significantly predicted placement on academic warning ( P = .007), explaining 71.6% of the variance (R 2 = 0.716). Conclusions. Findings support using the LASSI to identify learning strengths and weaknesses among DPT students. Early assessment may help programs provide targeted academic support, enhancing student success and retention in rigorous DPT curricula.
Jamie Kuettel (Tue,) studied this question.