The learning and study strategies inventory-high school version: Issues of factorial invariance across gender and ethnicity

Tara Stevens, Mary K. Tallent-Runnels

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-High School (LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the three-factor model were 115 above-average-ability and average-ability seventh through ninth graders of middle and upper middle socioeconomic status. For the cross-validation and the factorial invariance analysis, existing data from 367 ninth graders were used. Factorial invariance was found across gender but not across ethnic groups. The LASSI-HS likely offers valuable information about students' learning strategies, but caution is warranted when making comparisons across cultural groups.

Original languageEnglish
Pages (from-to)332-346
Number of pages15
JournalEducational and Psychological Measurement
Volume64
Issue number2
DOIs
StatePublished - Apr 2004

Keywords

  • Invariance models
  • Learning strategies
  • Study strategies

Fingerprint

Dive into the research topics of 'The learning and study strategies inventory-high school version: Issues of factorial invariance across gender and ethnicity'. Together they form a unique fingerprint.

Cite this