The purpose of this investigation was to examine the psychometric properties of the Learning and Study Strategies Inventory-High School (LASSI-HS) using a sample of high school students from Singapore. The authors first examined the reliability and validity of scores from the LASSI-HS, one of the most widely used measures of students' learning and study strategies. To further explore these properties, the two latent structure models of the LASSI-HS proposed by Olivárez and Tallent-Runnels were tested using a culturally diverse sample. It was found that the LASSI-HS yields reliable measures of students' learning and studying behaviors; however, the results raise questions about the underlying structure of this measure. That is, not only did the results fail to confirm the 10 latent constructs (i.e., scales) proposed within the LASSI-HS user's manual, but findings also failed to confirm the latent structure models proposed by Olivárez and Tallent-Runnels.
Get full access to this article
View all access options for this article.
References
1.
Alexander, P. A. , & Murphy, P. K. (in press). The research base for APA's learner-centered principles. In B. L. McCombs & N. Lambert (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools. Washington, DC: American Psychological Association.
2.
Alexander, P. A. , Murphy, P. K., Guan, J., & Murphy, P. A. (in press). Teachers' and students' conceptions of knowledge and beliefs: A cross-cultural perspective. Learning and Instruction.
3.
Bollen, K. A. (1989). Structural equations with latent variables. New York: John Wiley.
4.
Cattell, R. B. (1966). The meaning and strategic use of factor analysis. In R. B. Cattell (Ed.), Handbook of multivariate experimental psychology (pp. 174-243). Chicago: Rand McNally.
5.
Crittenden, M. , Kaplan, M., & Heim, J. (1984). Developing effective study skills and self-confidence in academically able young adolescents. Gifted Child Quarterly, 28, 25-30.
6.
Eldredge, J. L. (1990). Learning and Study Strategies Inventory-High School version (LASSI-HS). Journal of Reading, 34(2), 146-149.
7.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
8.
Hayduk, L. A. (1987). Structural equation modeling with LISREL: Essentials and advances. Baltimore: Johns Hopkins University Press.
9.
Hoelter, J. W. (1983). The analysis of covariance structures: Goodness of fit indexes. Sociological Methods and Research, 11, 325-344.
10.
Jöreskog, K. G. , & Sörbom, D. (1989). LISREL 7: A guide to the program and applications (2nd ed.). Chicago: SPSS.
11.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151.
12.
Magazine, S. L. , Williams, L. J., & Williams, M. L. (1996). A confirmatory factor analysis examination of reverse coding effects in Meyer and Allen's Affective and Continuance Commitment Scales. Educational and Psychological Measurement, 56, 241-250.
13.
Noel, L. , & Levitz, R. (Eds.). (1982). How to succeed with academically underprepared students. Iowa City, IA: American College Testing Service National Center for Advancing Educational Practice.
14.
Olivárez, A. , & Tallent-Runnels, M. K. (1994). Psychometric properties of the Learning and Study Strategies Inventory-High School version. Journal of Experimental Education, 62, 243-257.
15.
Pintrich, P. R. , Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
16.
Scott, D. H. , McDermott, P. A., Green, L. F., & Francis, J. M. (1988). Learning Behaviors Scale and study of children's learning behaviors: User's manual. San Antonio, TX: Psychological Corporation.
17.
Scruggs, T. , & Cohn, S. (1983). Learning characteristics of verbally gifted students. Gifted Child Quarterly, 27, 169-172.
18.
Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
19.
Tallent-Runnels, M. K. , Olivarez, A., Lotven, A. C. C., Walsh, S. K., Gray, A., & Irons, T. R. (1994). A comparison of learning and study strategies of gifted and average-ability junior high students. Journal of Education for the Gifted, 17(2), 143-160.
20.
Tanaka, J. S. (1987). "How big is big enough?" Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58, 134-146.
21.
Thompson, B. , & Daniel, L. G. (1996). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Educational and Psychological Measurement, 56, 197-208.
22.
Weinstein, C. E. , & McCombs, B. L. (in press). Strategic learning: Skill, will, and self-regulation. Mahwah, NJ: Lawrence Erlbaum.
23.
Weinstein, C. E. , & Palmer, D. (1990). LASSI-HS users manual. Clearwater, FL: H&H.
24.
Weinstein, C. E. , Zimmerman, S. A., & Palmer, D. R. (1988). Assessing learning strategies: The design and development of the LASSI. In C. E. Weinstein, P. A. Alexander, & E. T. Goetz (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 25-39). New York: Academic Press.
25.
Zimmerman, B. , & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
