Identifying Latent Variables Measured by the Learning and Study Strategies Inventory (LASSI)

Olejnik, Stephen; Nist, Sherrie L.

doi:10.1080/00220973.1991.10806587

Cited by 57 publications

(68 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is little similarity between the empirically proposed latent constructs effort-related activities, goal orientation, and cognitive activities and the theorized components of skill, will, and self-regulation. Because research suggests that the underlying structure of the LASSI is best explained by a three-factor model, it is important to validate the specific nature of that model and to determine whether either of the two proposed models can be verified using data from the new version of the LASSI.The purpose of the current study is to determine whether Weinstein and Palmer's (2002) proposed skill, will, and self-regulation model can be verified through confirmatory factor analysis or whether the model proposed by Olejnik and Nist (1992) and revised by Olaussen and Braten (1998) provides a better fit for the LASSI. Because previous work has used only the LASSI first edition, it is possible that the older theories do not provide a good measurement model for the new version of the LASSI.…”

mentioning

confidence: 95%

The Revised Learning and Study Strategies Inventory

Prevatt

Petscher

Proctor

et al. 2006

Educational and Psychological Measurement

View full text Add to dashboard Cite

Two competing structural models for the revised Learning and Study Strategies Inventory (LASSI) were examined. The test developers promote a model related to three uncorrelated components of strategic learning: skill, will, and self-regulation. Other investigators have shown empirical support for a three-factor correlated model characterized by effort-related activities, goal orientation, and cognitive activities (ER-GO-CA). Neither model has been verified on scores from the second edition of the LASSI. In the present sample of 297 college students, confirmatory factor analysis of the subscale scores provided support for the ER-GO-CA model. KeywordsLASSI; factor analysis; college students; learning strategies Learning and study strategies are important factors in understanding the academic achievement of college students. Measures of learning and study strategies can help screen and identify students at risk for poor performance, be used diagnostically to evaluate areas of difficulty that can lead to prescriptive or remedial plans, serve as pre-post outcome measures in evaluating academic treatment programs, and be useful in advising college students seeking a better awareness of their academic strengths and weaknesses. The Learning and Study Strategies Inventory (LASSI;Weinstein & Palmer, 2002;Weinstein, Schulte, & Palmer, 1987) is a widely used instrument designed to accomplish the above tasks. It is estimated to be in use by more than 1,300 universities and colleges in the United States (Olaussen & Braten, 1998). LASSI scores have been shown to be positively correlated with grade point average, and the instrument is proposed to be an effective tool for predicting academic performance (Yip & Chung, 2002).The LASSI is composed of 10 subscales that allow a student to self-report on his or her thoughts, behaviors, and attitudes related to strategic learning. The original version, with 77 items, was published in 1987 (Weinstein et al., 1987), and a second edition, with 80 items, was released in 2002 (Weinstein & Palmer, 2002). The second edition was designed to update the items, incorporate current research findings and changes in educational practice and instruction, broaden the scope of the scales, create equal numbers of items for each Please address correspondence to Frances Prevatt, PhD, Chair, Department of Educational Psychology and Learning Systems, Codirector, Adult Learning Evaluation Center, 307 Stone, Florida State University, Tallahassee, FL 32306; fprevatt@coe.fsu.edu. subscale, improve the inter-item correlations, and create national norms on a more broadbased sample (Weinstein & Palmer, 2002). An analysis of the second edition reveals that all subscales now have 10 items. There are 38 items unchanged from the first edition and 42 items that are unique to the second edition. Of these 42 additions, 12 items appear to be only slightly modified, whereas 30 items appear to be substantially different from the first edition. HHS Public AccessA large body of research exists for the first edition of...

show abstract

mentioning

confidence: 95%

The Revised Learning and Study Strategies Inventory

Prevatt

Petscher

Proctor

et al. 2006

Educational and Psychological Measurement

View full text Add to dashboard Cite

show abstract

“…Subsequent factor analytic studies have found different combinations of subtests for the factors to be a better fit for their data. 10,11,15 Olejnick and Nist, 15 using the LASSI on two separate samples of American undergraduates, grouped the subtests into the following factors: Effort-Related Activities (Motivation, Time Management, and Concentration), Cognitive Activities (Information Processing, Study Aids, and Self-Testing), and Goal Orientation (Anxiety, Selecting Main Ideas, and Test Strategies). Olaussen and Braten 11 utilized two samples of Norwegian college students and found a similar structure to Olejnick and Nist, 15 with the exception of adding the subtest of Attitude to the Effort-Related Activities factor.…”

Section: Introductionmentioning

confidence: 99%

“…15 The first factor, Effort-Related Activities, included the subtests Time Management, Motivation, Concentration, and Attitude. The second factor, Goal Orientation, included Anxiety, Test Strategies, and Selecting Main Ideas.…”

Section: Introductionmentioning

confidence: 99%

Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

Schutz

Gallagher

Tepe

2011

Journal of Chiropractic Education

View full text Add to dashboard Cite

Purpose: This pilot study was designed to investigate the relationship between chiropractic students' learning and study strategies and academic performance. Differences in strategic learning between chiropractic students with higher grade points averages (GPAs) and those with lower GPAs have not been previously reported. Methods: Fifty-seven consenting first-trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Differences between high and low GPA groups were evaluated for 10 subtests and three factors using independent samples t-tests. Results: The high GPA group scored significantly higher (p < .05) on LASSI subtests Anxiety, Attitude, Concentration, Motivation, Test Strategies, and Selecting Main Ideas, and on factors Effort-Related Activities and Goal Orientation. No differences between groups were found for subtests Information Processing, Self-Testing, Study Aids, and Time Management or for the Cognitive Activities factor. Conclusions: The results of this study show that differences in LASSI subtest and factor scores are associated with academic performance. For the participants studied, motivational and affective aspects of strategic learning contributed to higher academic performance, whereas cognitive strategies did not. Higher performing students utilized Effort-Related and Goal Orientation learning strategies at significantly higher levels than lower performing students. The LASSI may be useful in identifying students who could benefit from learning and study skills development. Longitudinal study is recommended to investigate the effects of students' learning and study strategies on different academic content domains as well as the effects of strategic study and learning skills training on academic performance. ( INTRODUCTIONAcademic success in higher education may be affected by many variables such as student ability, academic load, quality of instruction, prior education, and nonschool responsibilities.1 Learning and study strategies, which are students' characteristic ways of approaching a learning task, including "thoughts, behaviors, attitudes, motivation, and beliefs related to successful learning in higher education," may also affect academic success.1 Understanding the relationship between learning and study strategies and academic performance could help identify barriers to learning and create interventions to improve students' learning experiences.Examining the cognitive processes, behaviors, attitudes, and motivations that contribute to strategic learning is important for improving the student learning process, curricular planning, and designing effective, performance-enhancing educational interventions. To date, few studies have focused on strategic learning in graduate health care education, with only one study performed in chiropractic education. 2 The current study investigates this understudied area. The focus of this pilot study is the relationship between academic performance and study and learning strategies including ability to co...

show abstract

“…En su lugar se ha arribando a múltiples soluciones distintas del modelo originalmente propuesto (e.g. Badenier, 2006;Cano, 2006;Corral de Zurita & Alcalá, 2002;Olejnik & Nist, 1992;Olivarez & Tallent, 1994;Prevatt et al, 2006;Samuelstuen, 2003;Valle & Rodríguez, 1998). Los resultados aquí reportados se mueven en idéntica dirección.…”

Section: Discussionunclassified

“…Esta falta de coincidencia entre las dimensiones teorizadas y las extraídas del procedimiento factorial va en el mismo sentido del resto de los estudios desarrollados (e.g. Badenier, 2006;Cano, 2006;Corral de Zurita & Alcalá, 2002;Olejnik & Nist, 1992;Olivarez & Tallent, 1994;Prevatt, Petscher, Proctor, Hurst, & Adams, 2006;Samuelstuen, 2003;Valle & Rodríguez, 1998 (Stover et al, 2012).…”

Section: Evaluación De Las Estrategias De Aprendizajeunclassified