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Some studies suggest the Learning and Study Strategies Inventory (LASSI) effectively measures values-related activities, goal orientation, and cognitive activities, while other studies indicate it may not accurately measure the 10 scales typically used to report results.
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The Learning and Study Strategies Inventory (LASSI) is a widely used tool designed to assess students' learning and study strategies. It is employed in various educational settings, including high schools and universities, to help understand and improve students' academic performance.
Several studies have examined the reliability of LASSI scores. Research involving university students has indicated that the LASSI may not consistently measure the ten scales it purports to assess. Similarly, a study with pre-university students in Malaysia found that the coefficient alphas of the LASSI scales were lower than those reported in the manual, suggesting potential reliability issues.
The factor structure of LASSI has been a subject of extensive research. Initial studies proposed a three-factor model consisting of values-related activities, goal orientation, and cognitive activities. This model has been supported by confirmatory factor analyses in various contexts, including American and Norwegian college students . However, other research has suggested alternative structures. For instance, a study on the revised LASSI supported a model characterized by effort-related activities, goal orientation, and cognitive activities (ER-GO-CA). Additionally, a meta-analysis indicated that the LASSI's subscales might not align perfectly with the originally proposed ten scales.
The criterion-related validity of LASSI has been explored in multiple studies. For example, a meta-analysis found that motivation strategies measured by LASSI had the highest positive correlations with GPA and persistence outcomes, while test-taking strategies, anxiety, and selecting main ideas were strongly correlated with test scores. Another study with African American precollege students demonstrated that the Anxiety and Test Strategies scales significantly correlated with academic ability, suggesting these scales could be valid indicators of academic aptitude.
The cross-cultural validity of LASSI has also been investigated. Research involving Norwegian college students confirmed that the three-factor structure identified in American students was applicable, demonstrating the inventory's generalizability across different cultural contexts. Similarly, the development and validation of a Chinese version of LASSI (LASSI-C) revealed that the expected ten subscales and a three-factor structure were generally consistent with the original LASSI.
LASSI has practical applications in predicting and improving academic performance. A study examining the relationship between LASSI scores and class performance in an online Research Methods class found significant correlations between time management skills and final grades. Additionally, the ability to effectively use study aids was significantly related to performance on various course assessments.
LASSI can also be used for diagnostic purposes to identify areas where students may need support. For instance, the Anxiety and Test Strategies scales have been shown to provide valid assessments of academic aptitude, which can be useful for teachers, school counselors, and developmental studies professionals in tailoring interventions.
The Learning and Study Strategies Inventory (LASSI) is a valuable tool for assessing students' learning and study strategies. While there are some concerns regarding its reliability and the exact factor structure, the inventory has demonstrated validity in various contexts and can be effectively used to predict academic performance and identify areas for student development. Further research is needed to refine the inventory and ensure its applicability across diverse populations.
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