Extending the Investigation of the Learning and Study Strategies Inventory's Factor Structure: A Meta-Analytic Structural Equation Modeling Approach

• In Event: Evidence Syntheses of Cognitive, Social, and Behavioral Processes and Practices Across Learning Contexts

Abstract

The Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987) is a prominent instrument used in thousands of educational institutions worldwide. Despite its widespread prevalence in education, there are inconsistencies regarding the latent structure of the instrument’s 10 subscales. Although there are theoretical conceptions of the latent factors, prior empirical work has challenged the original proposed structure. Using meta-analytic structural equation modeling (MASEM) on 86 studies, we tested four factor structure models proposed by theories and prior research. We recommend one model that shows good model fit and represents a theoretically parsimonious structure for LASSI. In addition, our study highlights the use of MASEM in psychometric applications to help drive theoretical development in the learning sciences.

Authors

• Carlton J. Fong, Texas State University

• Jihyun Lee, University of North Texas

• Megan Krou, The University of Texas

• Meagan Ann Hoff, Collin College

• Karen Johnston-Ashton, Texas State University

• Cassandra Gonzales, Texas State University

• Tasha Beretvas, The University of Texas at Austin