Jessica T Feda, Evan M Pucillo, Laura E Wenger, Melissa H Scales, Kyle R Adams, Carrie A Minahan, Jennifer G Martin, Nancy S Smith
{"title":"物理治疗博士学习者学习与学习策略量表（LASSI）的验证：一项回顾性观察研究。","authors":"Jessica T Feda, Evan M Pucillo, Laura E Wenger, Melissa H Scales, Kyle R Adams, Carrie A Minahan, Jennifer G Martin, Nancy S Smith","doi":"10.1093/ptj/pzaf108","DOIUrl":null,"url":null,"abstract":"<p><strong>Importance: </strong>The Learning and Study Strategies Inventory (LASSI) is an instrument that measures self-regulated learning. However, it has not been validated for use in entry-level Doctor of Physical Therapy (DPT) learners.</p><p><strong>Objective: </strong>The objective of this study was to investigate the validity and reliability of the LASSI in DPT learners.</p><p><strong>Design: </strong>This was a retrospective observational cohort study.</p><p><strong>Setting/participants/intervention: </strong>Demographic and LASSI data were retrospectively analyzed from 1541 learners enrolled in 5 entry-level DPT programs across the United States.</p><p><strong>Main outcomes and measures: </strong>A confirmatory factor analysis (CFA) was conducted to evaluate whether the 60-item LASSI (3rd Edition) demonstrated a valid and reliable factor structure. An exploratory factor analysis (EFA) was used to identify a more succinct set of LASSI scales. Goodness-of-fit indices and reliability coefficients were computed to assess model fit and measurement consistency.</p><p><strong>Results: </strong>CFA revealed that the 60-item LASSI accounted for 46.7% of total score variance. In contrast, exploratory factor analysis (EFA) identified a revised 47-item version (termed LASSI-DPT) that accounted for 58.1%, indicating improved construct validity. Chi-square goodness-of-fit supported the adequacy of the EFA model (χ2 = 3964.1). The revised 47-item LASSI demonstrated excellent internal consistency, with an overall Cronbach alpha of .92, compared to 0.78 for the 60-item version.</p><p><strong>Conclusion: </strong>The revised 47-item LASSI-DPT provides a more reliable, concise, and valid assessment compared to the 60-item LASSI, tailored to learning strategies in physical therapist education programs.</p><p><strong>Relevance: </strong>Factor analysis demonstrated improved construct validity and excellent reliability in a newly developed 47-item version of the LASSI tailored for DPT learners. This shorter instrument may result in decreased survey fatigue and improved measurement accuracy. With its enhanced psychometric properties, the LASSI-DPT may enable DPT programs to better identify learners who need additional support related to self-regulation of learning.</p>","PeriodicalId":20093,"journal":{"name":"Physical Therapy","volume":" ","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Validation of the Learning and Study Strategies Inventory (LASSI) in Doctor of Physical Therapy Learners: A Retrospective Observational Study.\",\"authors\":\"Jessica T Feda, Evan M Pucillo, Laura E Wenger, Melissa H Scales, Kyle R Adams, Carrie A Minahan, Jennifer G Martin, Nancy S Smith\",\"doi\":\"10.1093/ptj/pzaf108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Importance: </strong>The Learning and Study Strategies Inventory (LASSI) is an instrument that measures self-regulated learning. However, it has not been validated for use in entry-level Doctor of Physical Therapy (DPT) learners.</p><p><strong>Objective: </strong>The objective of this study was to investigate the validity and reliability of the LASSI in DPT learners.</p><p><strong>Design: </strong>This was a retrospective observational cohort study.</p><p><strong>Setting/participants/intervention: </strong>Demographic and LASSI data were retrospectively analyzed from 1541 learners enrolled in 5 entry-level DPT programs across the United States.</p><p><strong>Main outcomes and measures: </strong>A confirmatory factor analysis (CFA) was conducted to evaluate whether the 60-item LASSI (3rd Edition) demonstrated a valid and reliable factor structure. An exploratory factor analysis (EFA) was used to identify a more succinct set of LASSI scales. Goodness-of-fit indices and reliability coefficients were computed to assess model fit and measurement consistency.</p><p><strong>Results: </strong>CFA revealed that the 60-item LASSI accounted for 46.7% of total score variance. In contrast, exploratory factor analysis (EFA) identified a revised 47-item version (termed LASSI-DPT) that accounted for 58.1%, indicating improved construct validity. Chi-square goodness-of-fit supported the adequacy of the EFA model (χ2 = 3964.1). The revised 47-item LASSI demonstrated excellent internal consistency, with an overall Cronbach alpha of .92, compared to 0.78 for the 60-item version.</p><p><strong>Conclusion: </strong>The revised 47-item LASSI-DPT provides a more reliable, concise, and valid assessment compared to the 60-item LASSI, tailored to learning strategies in physical therapist education programs.</p><p><strong>Relevance: </strong>Factor analysis demonstrated improved construct validity and excellent reliability in a newly developed 47-item version of the LASSI tailored for DPT learners. This shorter instrument may result in decreased survey fatigue and improved measurement accuracy. 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Validation of the Learning and Study Strategies Inventory (LASSI) in Doctor of Physical Therapy Learners: A Retrospective Observational Study.
Importance: The Learning and Study Strategies Inventory (LASSI) is an instrument that measures self-regulated learning. However, it has not been validated for use in entry-level Doctor of Physical Therapy (DPT) learners.
Objective: The objective of this study was to investigate the validity and reliability of the LASSI in DPT learners.
Design: This was a retrospective observational cohort study.
Setting/participants/intervention: Demographic and LASSI data were retrospectively analyzed from 1541 learners enrolled in 5 entry-level DPT programs across the United States.
Main outcomes and measures: A confirmatory factor analysis (CFA) was conducted to evaluate whether the 60-item LASSI (3rd Edition) demonstrated a valid and reliable factor structure. An exploratory factor analysis (EFA) was used to identify a more succinct set of LASSI scales. Goodness-of-fit indices and reliability coefficients were computed to assess model fit and measurement consistency.
Results: CFA revealed that the 60-item LASSI accounted for 46.7% of total score variance. In contrast, exploratory factor analysis (EFA) identified a revised 47-item version (termed LASSI-DPT) that accounted for 58.1%, indicating improved construct validity. Chi-square goodness-of-fit supported the adequacy of the EFA model (χ2 = 3964.1). The revised 47-item LASSI demonstrated excellent internal consistency, with an overall Cronbach alpha of .92, compared to 0.78 for the 60-item version.
Conclusion: The revised 47-item LASSI-DPT provides a more reliable, concise, and valid assessment compared to the 60-item LASSI, tailored to learning strategies in physical therapist education programs.
Relevance: Factor analysis demonstrated improved construct validity and excellent reliability in a newly developed 47-item version of the LASSI tailored for DPT learners. This shorter instrument may result in decreased survey fatigue and improved measurement accuracy. With its enhanced psychometric properties, the LASSI-DPT may enable DPT programs to better identify learners who need additional support related to self-regulation of learning.
期刊介绍：
Physical Therapy (PTJ) engages and inspires an international readership on topics related to physical therapy. As the leading international journal for research in physical therapy and related fields, PTJ publishes innovative and highly relevant content for both clinicians and scientists and uses a variety of interactive approaches to communicate that content, with the expressed purpose of improving patient care. PTJ"s circulation in 2008 is more than 72,000. Its 2007 impact factor was 2.152. The mean time from submission to first decision is 58 days. Time from acceptance to publication online is less than or equal to 3 months and from acceptance to publication in print is less than or equal to 5 months.
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