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.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Applied Psychology
- Applied Mathematics