The Latent Structures of the Learning and Study Strategies Inventory (LASSI): A Comparative Analysis.

The Latent Structures of the Learning and Study Strategies Inventory ( LASSI): A comparative Analysis. The first purpose of this study is to comparatively analyze the results of the confirmatory factor analyses, via EQS, with regard to the latent structures of the LASSI instrument as proposed by Olejnik and Nist (1992), Olivarez and Tallent-Runnels(1994), Olaussen and Braten (1998), and the model which evolved from the exploratory factor analysis of the current data set. The aim was not only to determine the model that best fits our data set, but also to investigate further how replicable these models are with a large sample size. Model 4 which is the model proposed by Olaussen and Braten appears to be the model with the best fit to the data of this study. The two-factor model which evolved from the exploratory factor analysis of our data did not adequately explain the data under the scrutiny of confirmatory factor analysis. This study replicated the works of Olejnik and Nist (1992), Olivarez and Tallent-Runnels(1994), Olaussen and Braten (1998), and in turn bestowed more credence to the three latent structure model of LASSI instrument. The second purpose was to examine the reliability (internal consistency) of the ten LASSI subscales. The result showed that in some subscales the Cronbach alpha obtained from this study appeared to be slightly better than the indices reported in the manual. Overall, the alpha coefficients obtained in this study reasonably matched those reported in the LASSI manual. The Latent Structures of the Learning and Study Strategies Inventory (LASS! ): A comparative Analysis. Introduction The learning and study strategies inventory (LASSI) was developed by ( Weinstein, Palmer, & Schulte, 1987) to be used in assessing college students' learning and study skills. It is an instrument designed to measure how adult students study and learn by tapping into their thought processes that can either enhance or inhibit learning. Those thought processes that inhibit learning can subsequently be altered by the appropriate educational intervention. According to LASSI manual, the instrument is meant to be used as a diagnostic and a prescriptive tool, and also as an evaluative and a counseling tool (Weinstein, 1987). LAS SI has been used in a number of different ways to investigate learning and study skills strategies (Benz, Fabian, & Nelson, 1996; Deming, Valeri-Gold, & Idleman, 1994; Schumacker, Bembry, & Sayler, 1995; Nist, Mealey, Simpson, & Kroc, 1990). In Benz et al's (1996) study, they investigated the usefulness of LASSI, that was designed for college students, as a diagnostic and prescriptive tool in assessing study skills of secondary school students with learning disabilities. They concluded that it can be helpful in providing information in individualized instruction at the secondary school level. Deming's et al (1994) study examined the reliability and validity of the LASSI instrument by analyzing data collected from 99 college developmental studies students. Their results showed that with the exception of the Study Aids dimension, the reliability of the other nine dimensions were reasonably closed to those reported in the LASSI manual. They however concluded by reporting that more research is needed in the reliability of the Study Aids subscale and the validity of the instrument particularly with college developmental students. In Schumacker's et al (1995), they studied the relationship between LASSI scores and academic achievement of gifted college bound students. The analysis of their results showed that students who were successful in the program had high LAS SI scores in the following dimensions: concentration and attention, selecting main ideas, information processing, and anxiety. They concluded that scoring low in these dimensions could be an indication of potential problem that could result in students failure if no intervention is instituted. In Nist's et al (1990) study, the purpose was to investigate the use of LASSI to measure change in cognitive and affective growth of regularly-admitted students (RAS) and developmental studies students (DSS) in a study strategy course. The other purpose was to examine the predictability of LASSI with regard to these students grades in other courses. The researchers reported the instrument was able to show, in both RAS and DSS, that there were cognitive and affective growth following a study strategy course. However, according to the study, LASSI was only predictive of RAS grades; consequently, they recommended not to use LASSI in predicting DSS grades in regular college courses.