This study investigated the relationship of ten Learning and Study Strategies Inventory (LASSI) subscale scores to academic achievement in an early college entrance program. Results indicated that the LASSI sub‐scale scores provide early warning of students who may have academic problems in such a program. A discriminant function analysis, using the ten LASSI pretest sub‐scale scores and success based upon first semester college grade‐point average, indicated a 90% classification rate. Significant mean differences in concentration and attention, selecting main ideas, information processing, and anxiety were found between successful and unsuccessful program participants.
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Schumacher et al. (1995) studied this question.
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