Self-regulated learning/Learning and Study Skills Inventory (LASSI): Difference between revisions

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== Introduction ==
== Introduction ==


The '''Learning and Study Strategies Inventory''' or LASSI is a self-reporting questionnaire developed by Weinstein et al. <ref name="weinstein1987"> Weinstein, C. E., Schulte, A, & Palmer, D. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H& H Publishing.</ref>
The '''Learning and Study Strategies Inventory''' or LASSI is a self-reporting questionnaire developed by Weinstein et al. <ref name="weinstein1987">Weinstein, C. E., Schulte, A, & Palmer, D. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H& H Publishing.</ref>
<ref name="weinstein1988"> Weinstein, C. E., Zimmerman, S., & Palmer, D. (1988). Assessing learning strategies: The design and development of the LASSI. In C. E. Weinstein, E. Goetz, & P. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 25-40). San Diego: Academic Press. </ref> that {{quotation|that ask students to respond to Likert-type items concerning their level of cognitive strategy use and their regulation of cognition.}} (Pintrich et al., 2000) <ref name="pintrich2000">Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: The University of Nebraska Press, http://digitalcommons.unl.edu/burosmetacognition/3/</ref>
<ref name="weinstein1988">Weinstein, C. E., Zimmerman, S., & Palmer, D. (1988). Assessing learning strategies: The design and development of the LASSI. In C. E. Weinstein, E. Goetz, & P. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 25-40). San Diego: Academic Press. </ref> that {{quotation|that ask students to respond to Likert-type items concerning their level of cognitive strategy use and their regulation of cognition.}} (Pintrich et al., 2000) <ref name="pintrich2000">Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: The University of Nebraska Press, http://digitalcommons.unl.edu/burosmetacognition/3/</ref>


The construction of the scale is well described in Weinstein 1988 <ref name="weinstein1988"/>
The construction of the scale is well described in Weinstein 1988 <ref name="weinstein1988" />


== The first "final" LASSI scale ==
== The first "final" LASSI scale ==
Line 80: Line 80:
== Current LASSI ==
== Current LASSI ==


The current LASSI, sold as commercial tool with 80 items is being used by various academic institutions to help students assess their study skills (e.g. [http://www.lehman.edu/counseling-center/lassi.php here]).
The current LASSI (Version 2) is sold as commercial tool with 80 items is being used by various academic institutions to help students assess their study skills (e.g. [http://www.lehman.edu/counseling-center/lassi.php here]).
 
In the manual (2nd edition), the test is described as follows:
 
The  Learning  and  Study  Strategies  Inventory
 
(LASSI) is a 10-scale, 80-item assessment of stu-
 
dents’ awareness about and use of learning and
 
study strategies related to
 
skill
 
,
 
will
 
and
 
self-
 
regulation
 
components of strategic learning.  The
 
focus is on both covert and overt thoughts, be-
 
haviors,  attitudes,  motivations  and  beliefs  that
 
relate  to  successful  learning  in  post-secondary
 
educational  and  training  settings
 
and
 
that  can
 
be altered through educational interventions.


== Links ==
== Links ==
Line 93: Line 131:


== Bibliography ==
== Bibliography ==
<references />

Revision as of 21:55, 1 March 2017

Introduction

The Learning and Study Strategies Inventory or LASSI is a self-reporting questionnaire developed by Weinstein et al. [1] [2] that “that ask students to respond to Likert-type items concerning their level of cognitive strategy use and their regulation of cognition.” (Pintrich et al., 2000) [3]

The construction of the scale is well described in Weinstein 1988 [2]

The first "final" LASSI scale

The final scale, published in the initial publication includes 90 items regrouped into 10 different scales:

Scale No. of items Alpha
Anxiety 10 .82
Attitude 4 .60
Concentration 8 .82
Information processing 17 .88
Motivation 14 .87
Scheduling 5 .69
Selecting main ideas 4 .61
Self-testing 5 .64
Study aids 8 .69
Test strategies 13 .83

The following quotation reproduces the items from Appendix BRIEF DESCRIPTIONS OF LASSI SCALES AND SAMPLE ITEMS (p.36)

Anxiety Sample items
1. Worrying about doing poorly interferes with my concentration on tests.
2. When I begin an examination, feel pretty confident that I will do well.
3. Even when I'm well prepared for a test, I feel very anxious.
Attitude sample items
1. Success in school is very important to me.
2. I feel confused and undecided as to what my educational goals should be.
3. In my opinion, what is taught in my courses is not worth learning.
Concentration sample items
1. I often find that I have been reading, but don't know what it was about.
2. I concentrate fully when studying.
3. I find that during lectures I think of other things and dont really listen to what is being said.
Information processing sample items
1. I try to find relationships between what I am learning and what I already know.
2. When I study, I try to somehow organize the material in my mind.
3. When having difficulty recalling something, I make an effort to recall something else that might be related to it.
Motivation sample items
1. I read the textbooks assigned for my classes.
2. I hurry my assignments, trying to get them out of the way rather than doing a good job.
3. I seem to be able to find all kinds of excuses for not studying.
Scheduling sample items
1. I only study when there is the pressure of a test.
2. I make good use of daytime study hours between classes.
3. At the beginning of a study period I organize my work so that I will use the time most effectively.
Selecting the main idea sample items
1. My underlining is helpful when I review text material.
2. I have difficulty identifying the important points in my reading.
3. Often when studying, I seem to get lost in details and "can't see the forest for the trees."
Self-testing sample items
1. I stop periodically while reading and mentally go over or review what was said.
2. I go over homework assignments when reviewing class materials.
3. I seldom review except just before tests.
Study aids sample items
1. I do not work through practice exercises and sample problems.
2. When they are available, I attend group review sessions.
3. I make simple charts, diagrams, or tables to summarize material in my courses.
Test strategies sample items
1. I think through the meaning of test questions before I begin to answer them.
2. I have difficulty adapting my studying to different types of courses.
3. When I take a test, I realize I have studied the wrong material.

Current LASSI

The current LASSI (Version 2) is sold as commercial tool with 80 items is being used by various academic institutions to help students assess their study skills (e.g. here).

In the manual (2nd edition), the test is described as follows:

The Learning and Study Strategies Inventory

(LASSI) is a 10-scale, 80-item assessment of stu-

dents’ awareness about and use of learning and

study strategies related to

skill

,

will

and

self-

regulation

components of strategic learning. The

focus is on both covert and overt thoughts, be-

haviors, attitudes, motivations and beliefs that

relate to successful learning in post-secondary

educational and training settings

and

that can

be altered through educational interventions.

Links

Bibliography

Bibliography

  1. ↑ Weinstein, C. E., Schulte, A, & Palmer, D. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H& H Publishing.
  2. ↑ 2.0 2.1 Weinstein, C. E., Zimmerman, S., & Palmer, D. (1988). Assessing learning strategies: The design and development of the LASSI. In C. E. Weinstein, E. Goetz, & P. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 25-40). San Diego: Academic Press.
  3. ↑ Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: The University of Nebraska Press, http://digitalcommons.unl.edu/burosmetacognition/3/
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