There have been considerable efforts to describe, examine, and foster the strategies students use while learning. Defined as thoughts, behaviors, beliefs, or emotions that facilitate knowledge acquisition, learning strategies play an essential role in students’ achievement. This study reports on a random-effects meta-analysis of 158 studies (2,897 effect sizes; N = 71,852 students) on relationships between learning and study strategies, as measured by ten subscales of an established and prevalent instrument, the Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987, 2004, 2016), and academic outcomes measured as GPA/grades, test scores, and persistence. Results indicated that motivation strategies had the highest positive correlations with GPA and persistence outcomes. For test scores, test taking strategies, anxiety, and selecting main ideas were the strongest positive correlates. Associations between LASSI subscales and outcomes were moderated by age, indicating lower correlations among students in postsecondary contexts compared to K-12 settings. Implications for research and practice regarding the role of strategic learning are discussed.

已经做出了相当大的努力来描述、检查和培养学生在学习时使用的策略。定义为促进知识获取的思想、行为、信念或情绪，学习策略在学生的成就中起着至关重要的作用。本研究报告了对 158 项研究（2,897 个效应量；N = 71,852 名学生）关于学习和学习策略之间的关系，由一个既定和流行的工具的十个分量表衡量，学习和学习策略清单（LASSI; Weinstein et al., 1987, 2004, 2016），以及学术成果衡量为GPA/成绩、考试成绩和坚持。结果表明，激励策略与 GPA 和坚持结果的正相关最高。对于考试成绩，应试策略、焦虑和选择主要思想是最强的正相关。LASSI 分量表与结果之间的关联受年龄影响，表明与 K-12 环境相比，高等教育环境中的学生之间的相关性较低。讨论了有关战略学习作用的研究和实践的意义。