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The Learning and Study Strategies Inventory-High School Version: Issues of Factorial Invariance Across Gender and Ethnicity

University of Illinois at Springfield

Mary K. Tallent-Runnels

Texas Tech University

The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-HighSchool(LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the three-factor model were 115 above-average-ability and average-ability seventh through ninth graders of middle and upper middle socioeconomic status. For the cross-validation and the factorial invariance analysis, existing data from367 ninthgraders were used. Factorial invariance was found across gender but not across ethnic groups. The LASSI-HS likely offers valuable information about students’ learning strategies, but caution is warranted when making comparisons across cultural groups.

Key Words: learning strategies • study strategies • invariance models

Educational and Psychological Measurement, Vol. 64, No. 2, 332-346 (2004)
DOI: 10.1177/0013164403258455


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