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Using a Multitrait-Multimethod Analysis to Examine Conceptual Similarities of Three Self-Regulated Learning Inventories
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Muis, Krista R.; Winne, Philip H.; Jamieson-Noel, Dianne – British Journal of Educational Psychology, 2007
Background: A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim: A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies…
Descriptors: Validity, Multitrait Multimethod Techniques, Construct Validity, Higher Education
The Reliability and Validity of the Learning and Study Strategies Inventory (LASSI) with College Developmental Students.
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Deming, Mary P.; And Others – Reading Research and Instruction, 1994
Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)
Descriptors: Cognitive Processes, Higher Education, Learning Strategies, Reading Comprehension
Measuring the Affective and Cognitive Growth of Regularly Admitted and Developmental Studies Students Using the "Learning and Study Strategies Inventory" (LASSI).
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Nist, Sherrie L.; And Others – Reading Research and Instruction, 1990
Investigates the utility and predictive validity of the Learning and Study Strategies Inventory (LASSI) as a means of measuring college students' cognitive and affective growth following a study strategies course. Finds cognitive and affective growth in both regularly admitted and developmental studies students. Finds that LASSI cannot yet be used…
Descriptors: Affective Measures, Cognitive Measurement, College Students, Developmental Studies Programs