This study explores the latent structure of scores on the Learning and Study Strategies Inventory (LASSI) and analyzes the relationship between this structure and students' academic performance. Two independent samples of college freshmen (n = 527) and seniors (n = 429) completed the LASSI. Data analysis of the first sample revealed acceptable psychometric properties and suggested a three-factor model, which was supported by a confirmatory analysis of the second sample data. The three latent constructs, labeled Affective Strategies, Goal Strategies, and Comprehension Monitoring Strategies, were shown to be interrelated, and the first two were positively linked to academic performance. The usefulness and rationale of the latent structure of the LASSI and the potential use of its scales are discussed.
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