Concurrent Validity of the Learning and Study Strategies Inventory (LASSI)

Flowers, Lamont A.; Bridges, Brian K.; Moore, James L.

doi:10.1177/0021934711410881

Cited by 23 publications

(21 citation statements)

References 15 publications

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“…In the years following the publication of the first and second versions of the LASSI, the Inventory has been the subject of a number of significant independent statistical analyses. These studies have confirmed the Inventory's reliability and validity, examined its use in cross-cultural settings, and investigated correlations between scores on the Inventory and age, gender and student success (Cano, 2006;Prevatt, Petscher, Proctor, Hurst & Adams, 2006;Flowers, 2003;Bender & Garner, 2010;Ning & Downing, 2010;Melancon, 2002;Yip & Chung, 2005;Ola, Morakinyo & Adewuya, 2009;Olaussen & Braten, 1998;Braten & Olaussen, 1998;Marrs, Sigler & Hayes, 2009;Carson, 2011;Flowers, Bridges & Moore, 2011). Those studies that have used the LASSI outside the American context have demonstrated that the instrument generally retains its value in cross-cultural environments (Olaussen & Braten, 1998).…”

Section: The Lassimentioning

confidence: 99%

Student skills and the Bradley agenda in Australia

Carpenter

Dearlove

Marland

2014

Higher Education Research & Development

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This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score.While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole. Student skills and the Bradley agenda in AustraliaAuthors' Names Author's DetailsThis paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008), which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley review according to their gender, age, socio-economic status (SES) and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.

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Section: The Lassimentioning

confidence: 99%

Student skills and the Bradley agenda in Australia

Carpenter

Dearlove

Marland

2014

Higher Education Research & Development

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“…Namlu, 2004;Pintrich, Smith, García, & Mckeachie, 1991;Román & Gallego, 1994) Dada la difusión que el LASSI ha logrado en el ámbito académico, múltiples investigaciones han apuntado a adaptarlo a distintas poblaciones estudiantiles -niveles medio, terciario y universitarios -provenientes de diferentes contextos (e.g. Badenier, 2006;Cano, 2006;Castañeiras, Guzmán, Posada, Ricchini, & Strucchi, 1999;Flowers, Bridges, & Moore, 2011;López Martín, Expósito Casas, González, & Jiménez García, 2012;Stevens & Tallent Runnels, 2004;Yip, 2013).…”

Section: Evaluación De Las Estrategias De Aprendizajeunclassified

Análisis De Las Propiedades Psicométricas Del Inventario De Estrategias De Aprendizaje Y Estudio (Lassi) en Estudiantes Universitarios

Hoffmann¹,

Ledesma²,

Liporace³

2017

Rev. Iberoam. Diagn. Eval.-Aval. P.

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“…The LASSI scale has been used different purpose and adapted for many other populations. For instance, deaf students' success at college level (Albertini, Kelly, & Matchett, 2012), at collage developmental students level (Deming, Valeri-Gold, & Idleman, 1994), African American at precollege students level (Flowers, Bridges, & Moore, 2012), university students' academic achievement (Taheri et al, 2017), Chinese version of the Learning and Study Strategies Inventory (Yip, 2013), Qatar; at university student level (Alkhateeb & Nasser, 2014). In the early developmental stage of LASSI, 19 general categories were determined from survey of published study skills materials.…”

Section: Assessing Learning Strategies: Lassimentioning

confidence: 99%

Science Teacher Candidates’ Learning and Studying Strategies in the Context of Self-regulation

Özkan¹

2017

IJHE

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This study investigated the students' individual study and learning strategies. Toward this purpose, open ended question form was administered to 40 university students who have enrolled department of mathematics and science education, faculty of education. Students were selected randomly in all level of class. Qualitative research method was used in the research. All data collection was gathered by personally-written document. Results showed that students use various strategies in learning and studying. But, some strategies are not primarily related to one of ten of the components of strategic learning. Educators must not assume that university students already have skills and habits; they should help and teach them.

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Concurrent Validity of the Learning and Study Strategies Inventory (LASSI)

Cited by 23 publications

References 15 publications

Student skills and the Bradley agenda in Australia

Student skills and the Bradley agenda in Australia

Análisis De Las Propiedades Psicométricas Del Inventario De Estrategias De Aprendizaje Y Estudio (Lassi) en Estudiantes Universitarios

Science Teacher Candidates’ Learning and Studying Strategies in the Context of Self-regulation

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