Identifying Latent Variables Measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian College Students

IF 2.2 4区 教育学 Q1 Social Sciences
B. S. Olaussen, Ivar Bråten
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引用次数: 70

Abstract

Abstract The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.
挪威大学生学习与学习策略量表(LASSI)的潜在变量识别
摘要本研究对挪威大学生的学习与学习策略量表(LASSI)的潜在结构进行了检验。使用LASSI子量表的探索性因子分析显示,两个样本具有相同的三因子结构。该因素结构与美国大学和高中生的结构相同。作者进行了验证性因素分析,以检验美国对库存研究提出的测量模型与挪威数据的拟合程度。在这些分析的基础上,产生了一个改进的模型,并对来自挪威和美国学生的数据进行了测试。该模型的3个潜在构念分别为努力相关活动、目标取向和认知活动。本研究证明了LASSI潜在结构的跨文化普遍性,并提供了一些新的信息,有助于作者对该量表评估的结构进行解释。
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来源期刊
CiteScore
6.70
自引率
0.00%
发文量
25
期刊介绍: The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.
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