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

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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 final LASSI scale ===
== The final LASSI scale ==


The final scale includes 90 items regrouped into 10 different scales:
The final scale includes 90 items regrouped into 10 different scales:
Scale
 
Anxiety
{|
Attitude
|-
Concentration
| Scale || No. of items || Alpha
Information processing
|-
Motivation
| Anxiety || 10 || .82
Scheduling
|-
Selecting main ideas
| Attitude || 4 || .60
Self-testing
|-
Study aids
| Concentration || 8 || .82
Test strategies
|-
No. of items
| Information processing || 17 || .88
10
|-
4
| Motivation || 14 || .87
8
|-
17
| Scheduling || 5 || .69
14
|-
5
| Selecting main ideas || 4 || .61
4
|-
5
| Self-testing || 5 || .64
8
|-
13
| Study aids || 8 || .69
Alpha
|-
.82
| Test strategies || 13 || .83
.60
|}
.82
 
.88
.87
.69
.61
.64
.69
.83




Revision as of 21:34, 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 final LASSI scale

The final scale 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

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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