funky LASSI

[tsukikage]

My LASSI scores don't seem right...

The graph below interprets your responses to the LASSI. The numbers on the
top and bottom of the 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.

LASSI Scores

    01  05  10  15  20  25  30  35  40  45  50  55  60  65  70  75  80  85  90  95  99

ANX ---------------------------------------------------->

ATT ------------------------------------------------>

CON ---->

INP ---->


MOT ------------------------>

SFT -------->

SMI >

STA ---------------------------------------------------->

TMT ---->

TST -------------------->

    01  05  10  15  20  25  30  35  40  45  50  55  60  65  70  75  80  85  90  95  99

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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 LASSI scales, you should consider improving your strategies for those scales.
0 - 50	If you scored below the 50th percentile on any of the ten LASSI scales, you need to improve your skills to avoid serious problems succeeding in college.

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Interpreting Your LASSI Scores
Scale: ANX Percentile Score: 65	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.
Scale: ATT Percentile Score: 60	The Attitude Scale assesses students' attitudes and interest in college and academic success. It examines how facilitative or debilitative their approach to 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 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.
Scale: CON Percentile Score: 05	The Concentration Scale assesses students' ability to direct and maintain attention on 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 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.
Scale: INP Percentile Score: 05	The Information Processing Scale assesses how well students' can use imagery, 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 remember, i.e., knowledge acquisition, retention and future application (sample item: I 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.
Scale: MOT Percentile Score: 30	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.
Scale: SFT Percentile Score: 10	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.
Scale: SMI Percentile Score: 01	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.
Scale: STA Percentile Score: 65	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.
Scale: TMT Percentile Score: 05	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.
Scale: TST Percentile Score: 25	The Test Strategies Scale assesses students' use of test preparation and test taking strategies (sample item: In taking tests, writing papers, etc., I find I have misunderstood what is wanted and lose points because of it). Low scoring students may need to learn more effective techniques for preparing for and taking tests so that they are able to effectively demonstrate their knowledge of the subject matter.

My attitude and motivation are way higher than that, and I think my low test anxiety makes it look like I'm not incredibly anxious outside of tests. Plus, all the numbers at or below ten seem... Suspicious... Maybe I was thinking too much, or not enough. In any case, I won't be relying on this too much during the class.