LASSI ANALYSIS PRE After reviewing your LASSI scores (remember that the 50%ile is average for a college freshman), write an analysis of your strengths and weaknesses. In what areas are you strong? Where do you want to improve? Cite scores in specific sections of the LASSI (e.g. time, management, motivation, attitude etc.) How do you explain the differences in your scores from one category to the next? Do you think that there will be a transfer of these strategies into your academic life? Your analysis should be in depth, one paragraph per category, three or four sentences for each category. Record your new analysis immediately below the pre scores for each category. TYPED, SINGLE SPACE EACH CATEGORY DOUBLE SPACE BETWEEN CATEGORIES. MLA FORMAT. TOTAL WORD LENGTH SHOULD BE 300 WORDS MINIMUM. Format your paper like this: Joe Jones English 104 Villaire 9 February 2017 EXAMPLES Anxiety - Pre (5) - I have always been an anxious person and the LASSI just confirms that. I hope to learn how to relax. All of my other classes have tests which just increases my anxiety. Attitude – Pre (10) -For some reason I have trouble attending to what the instructor is saying which contributes to my attitude. I am always thinking about something else. I know that my poor attitude has really hurt my grades. Concentration - Pre (5) - Talk about a wandering mind. I can't concentrate for more than a few minutes. My focus is always low. Along with lack of attention I think a may have ADD. I need to check that out. Continue to list each category, ten total (10), as you analyze your scores. Be sure to save your analysis on university M drive, your computer and a flash drive. DUE DATE: 9 February 2017 JSE RICH TEXT FORMAT rtf. As your word program. SAVE YOUR LASSI ASSESSMENT TO: YOUR COMPUTER, FLASH DRIVE, UNIVERSITY NET STORAGE. ID Number Jchen128@svsu.ed The graph below interprets your responses to the LASSI. The numbers on the left-hand side of th chart show percentile ranks. You can use these percentile ranks to compare your scores to other individuals' scores. For example, if you scored in the 80th percentile in Attitude and Interest (ATT), you scored higher than 80 percent of other individuals answering the same questions. As you work to improve your scores, your advisor/instructor may want you to take this assessment again. If you do take it a second time, you will need your student key. Your student key is ch67BP4j. LASSI Scores 99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1 ANX ATT CON INP MOT SFT SMI STA TMT TST 75 - 100 If you scored above the 75th percentile on any of the ten LASSI scales, you probably do not have to give a high priority to improving your strategies in those areas. 50 - 75 If you scored between the 75th and the 50th percentiles on any of the ten scales, you should consider improving your strategies for those scales. Interpreting Your LASSI Scores Anxiety (ANX) The Anxiety Scale assesses the degree to which students worry about school and their academic performance. Students who score low on this scale are experiencing high levels of anxiety associated with school (note that this scale is reverse scored). High levels of anxiety can help direct attention away from completing academic tasks (sample item: When I am studying, worrying about doing poorly in a course interferes with my concentration). Students who score low on this scale may need to develop techniques for coping with anxiety and reducing worry so that attention can be focused on the task at hand. Percentile Score: 65 The Attitude and Interest Scale assesses students' attitudes and interest in college and academic success. It examines how facilitative or debilitative their approach to Attitude and Interest (ATT) college and academics is for helping them get their work done and succeeding in college (sample item: I have a positive attitude about attending my classes). Students who Percentile Score: 30 score low on this scale may not believe college is relevant or important to them and may need to develop a better understanding of how college and their academic performance relates to their future life goals. The Concentration Scale assesses students' ability to direct and maintain attention on Concentration (CON) academic tasks (sample item: I find that during lectures I think of other things and don't really listen to what is being said). Low scoring students may need to learn to monitor Percentile Score: 50 their level of concentration and develop techniques to redirect attention and eliminate interfering thoughts or feelings so that they can be more effective and efficient learners. The Information Processing Scale assesses how well students' can use imagery, Information verbal elaboration, organization strategies, and reasoning skills as learning strategies to help build bridges between what they already know and what they are trying to learn and Processing (INP) remember, i.e., knowledge acquisition, retention and future application (sample item: I Percentile Score: 75 translate what I am studying into my own words). Students who score low on this scale may have difficulty making information meaningful and storing it in memory in a way that will help them recall it in the future. Motivation (MOT) Percentile Score: 45 Self-Testing (SFT) Percentile Score: 55 The Motivation Scale assesses students' diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements (sample item: When work is difficult I either give up or study only the easy parts). Students who score low on this scale need to accept more responsibility for their academic outcomes and learn how to set and use goals to help accomplish specific tasks. The Self-Testing Scale assesses students' use of reviewing and comprehension monitoring techniques to determine their level of understanding of the information to be learned (sample item: I stop periodically while reading and mentally go over or review what was said). Low scoring students may need to develop an appreciation for the importance of self-testing, and learn effective techniques for reviewing information and monitoring their level of understanding or ability to apply what they are learning. The Selecting Main Ideas Scale assesses students' skill at identifying important information for further study from among less important information and supporting details (sample item: When studying, I seem to get lost in the details and miss the important information). Students who score low on this scale may need to develop their skill at separating out critical information on which to focus their attention. Tasks such as reading a textbook can be overwhelming if students focus on every detail presented. The Study Aids Scale assesses students' use of supports or resources to help them learn or retain information (sample item: I use special study helps, such as italics and headings, that are in my textbooks). Students with low scores may need to develop a better understanding of the resources available to them and how to use these resources to help them be more effective and efficient learners. Selecting Main Ideas (SMI) Percentile Score: 45 Study Aids (STA) Percentile Score: 85 Time Management (TMT) The Time Management Scale assesses students' application of time management principles to academic situations (sample item: I set aside more time to study the subjects that are difficult for me). Students who score low on this scale may need to develop effective scheduling and monitoring techniques in order to assure timely completion of academic tasks and to avoid procrastination while realistically including non-academic activities in their schedule. Percentile Score: 60
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