The reliability and validity of the learning and study strategies inventory (LASSI) with college developmental students

Abstract

This study compared the reliability and validity of the ten subtests of the Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) obtained from 99 college developmental studies students enrolled in an introductory reading course in a southeastern, urban, two‐year community college with the norming values obtained by Weinstein, Schulte, and Palmer (1987). The results indicated that nine of the ten subtest reliability coefficients approached, but did not equal those reported by Weinstein et al. (1987). One‐sample chi‐square analyses also revealed that developmental studies students in the present study scored better than expected on three of the subtests, scored no different than the national norms on four subtests and scored worse than the national norms on three subtests.

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