LASSI-HS User`s Manual
Contents
1. LASSI HS USER S MANUAL for those administering the Learning and Study Strategies Inventory High School Version Claire E Weinstein Ph D David R Palmer Ph D Department of Educational Psychology University of Texas at Austin Learning And Study Strategies Inventory High School Version E 1990 H amp H Publishing Company Inc 1231 Kapp Drive Clearwater Florida 33765 User s Manual Claire E Weinstein Ph D David R Palmer Ph D Department of Educational Psychology University of Texas at Austin Table of Contents Part 1 Overview of the LASSI HS pg 5 Part 2 Administration and Scoring pg 8 Part 3 Description of the LASSI HS Scales pg 15 Part 4 The Development of the LASSI HS pg 20 H amp H Publishing Company Inc 1231 Kapp Drive Clearwater FL 33765 Phone 727 442 7760 800 366 4079 Copyright 1990 H amp H Publishing Company Inc All rights reserved It is a violation of the law to copy any or all of this publication without written permission of the pub lisher Do not reproduce this publication in any form using any media including computer memory devices without written permission of the publisher It is impossible to thank the large number of individuals who have contri buted to the development of the LASSI HS Many generations of graduate students numerou2. 18 11 20 21 7 9 50 27 28 21 75 37 23 15 21 22 9 11 56 32 33 25 83 44 28 19 22 23 11 15 63 37 38 31 90 51 34 22 23 24 14 19 68 42 44 37 97 57 41 27 24 25 16 23 74 48 49 43 99 64 47 32 25 26 19 28 78 53 55 50 70 53 37 26 27 23 33 83 59 60 56 75 60 43 27 28 28 39 86 64 65 63 80 66 49 28 29 33 45 90 69 70 69 85 Ju 54 29 30 38 51 92 74 75 74 88 77 60 30 31 44 57 95 79 79 79 92 81 66 31 32 51 63 97 83 83 84 94 85 71 32 33 57 68 98 87 87 87 96 89 76 33 34 64 74 99 90 90 91 97 92 81 34 35 71 19 99 93 92 93 98 94 85 35 36 78 84 95 95 95 99 96 88 36 37 84 89 97 97 97 99 98 92 37 38 90 93 99 99 99 99 99 96 38 39 97 97 99 99 99 99 99 99 39 40 99 99 99 99 99 99 99 99 40 LASSI HS User s Manual Table 4 Percentile Equivalents of Raw Scores in each of the 10 LASSI HS Scales for 12th Grade Students Grade 12 SCORE ATT MOT TMT ANX CON INP SMI STA SFT TST SCORE gt 1 5 6 1 6 7 1 1 7 8 1 1 1 1 1 1 1 1 1 1 8 9 1 1 1 1 1 1 1 1 1 1 9 10 1 1 9 1 1 1 2 1 1 1 10 11 1 1 6 2 1 1 2 1 1 1 11 12 1 1 8 3 2 1 8 1 1 1 12 13 1 1 11 4 3 1 12 2 1 1 13 14 1 1 15 6 4 1 17 3 1 1 14 15 1 1 18 8 6 1 22 6 2 1 15 16 1 1 23 9 8 2 29 9 4 2 16 17 1 1 28 12 11 4 37 12 6 3 17 18 1 1 33 14 13 7 45 17 8 4 18 19 1 3 38 17 17 10 54 22 11 6 19 20 1 4 44 20 21 13 62 28 15 7 20 21 2 6 5
3. 39 36 38 34 37 32 35 31 34 30 33 29 32 28 31 27 30 x 29 26 28 25 zs 24 27 23 26 7 25 22 24 21 23 19 21 18 20 16 17 12 13 29 Percentile LASSI HS User s Manual Table 8 Raw Score Equivalents of Percentiles on each of the 10 Percentile LASSI HS Scales for 12th Grade Students ATT MOT TMT ANX CON INP SMI STA 40 40 34 38 38 39 25 36 39 39 31 37 36 37 24 33 38 37 29 35 34 35 31 es 36 28 33 33 33 23 30 37 27 32 31 32 22 29 36 35 26 31 30 31 28 34 25 30 29 30 21 27 35 33 24 29 28 29 26 34 32 23 28 28 20 25 33 s 22 27 27 27 19 24 31 21 26 32 30 20 26 25 26 18 23 31 29 za 25 24 25 22 ES 28 19 24 23 24 17 21 30 2f 18 23 22 16 29 26 17 22 21 23 20 28 25 16 20 20 22 15 19 27 24 14 19 19 21 14 18 25 23 13 17 17 19 13 17 23 21 11 14 15 18 11 15 19 17 9 10 11 15 9 12 30 SFT TST 38 39 36 38 33 37 32 36 31 35 30 34 29 33 28 32 8s 31 27 26 30 25 29 28 24 27 23 26 22 25 21 24 20 23 19 21 17 19 14 15 Percentile LASSI HS Learning And Study otrategies Inventory High School Version 1990 H amp H Publishing Company Inc User s Manual This User s Manual includes an overview of the instrument a history of the instrument s development a section on admini stration and scoring a complete description of the ten scales included in the LASSI HS and tables showing percentile and score equivalents for each
4. go to study or review sessions Self Testing Reviewing and testing one s level of understanding are important for knowledge acquisition and compre hension monitoring These strategies both support and contribute to meaningful learning and effective performance Without them learning could be in complete or errors might persist undetected Review ing and self testing also contribute to knowledge consolidation and integration across topics Using mental reviews going over class notes and the text thinking up potential questions to guide reading or help prepare for an exam are all important methods for checking understanding consolidating new knowl edge integrating related information both from what is being learned and from what is already known and identifying if additional studying must be done Students scores on this scale measure their aware ness of the importance of self testing and reviewing and the degree to which they use these methods eg Students who score low on this measure need to learn more about the importance of self testing and need to learn specific methods to review school material and to monitor their comprehension These methods include structured reviews of large amounts of mate rial mental reviews of individual study segments asking questions before during and after reading or studying or going to class trying to use new informa tion in novel ways trying to apply a principle or method a
5. had 149 items A second pilot test was conducted to evaluate the administration procedures and to examine the proper ties of the items on the revised instrument The descriptive data collected and the student comments made during the feedback portion of the administra tion sessions were used to establish criteria for select ing items for the field test version of the LASSI This version of the LASSI had 130 items In addition a preliminary study of test retest reliability with a 3 to 4 week interval was conducted A test retest corre lation of 88 was computed for the total instrument 2 LASSI HS User s Manual Scale Construction A series of field tests was conducted over a 2 year period During this period the number of items was reduced from 130 to 90 and 10 scales measuring clusters of learning strategies study skills and atti tudes were developed These clusters were identified by groups of experts and refined using psychometric data such as coefficient alpha for each potential scale In addition preliminary norms were developed using the Fall 1982 incoming freshman class at a small private college in the eastern United States with a representative student body A total of 850 students participated with complete data available for 780 students The scales were refined and thirty new items were created and added prior to another large scale field test in 1984 Item analysis data were used to create the current f
6. of the LASSI HS scales Ordering Information Volume discounts are available Complete information on ordering the LASSI HS is available from H amp H Publishing Company Inc 1231 Kapp Drive Clearwater FL 33765 Phone 727 442 7760 800 366 4079 Email hhservice hhpublishing Web www hhpublishing com 1990 H amp H Publishing Company Inc All rights reserved It is a violation of the law to copy any or all of this publication without written permission of the publisher Do not reproduce this publication in any way using any media including computer memory devices without written permission of the publisher
7. used to help diagnose individual student prob lems to direct both remediation and enrichment ac tivities and to evaluate student progress and course components Development of the LASSI HS Norms The initial norms for the LASSI HS were developed from a sample of 2 616 high school students in a mid size city in the southwest Students were selected to reflect a range of ethnic backgrounds economic conditions and academic achievement levels The sample included a total of 857 9th grade students 500 10th grade students 575 11th grade students and 604 12th grade students See Tables 1 4 for the percentile equivalents of the raw scores on each of the 10 LASSI HS scales See Tables 5 8 for the raw score equivalents of the percentiles on each of the 10 LASSI HS scales M LASSI HS User s Manual Table 1 Percentile Equivalents of Raw Scores in each of the 10 LASSI HS Scales for 9th Grade Students Grade 9 SCORE ATT MOT TMT ANX CON INP SMI STA SFT TST SCORE 5 1 5 6 1 6 7 1 1 T 8 1 1 1 1 1 1 1 1 1 1 8 9 1 1 1 1 1 1 4 1 1 1 9 10 1 1 3 1 1 1 8 1 1 1 10 11 1 1 6 3 2 1 12 1 1 1 11 12 1 1 8 4 3 1 L7 3 1 1 12 13 1 1 11 6 5 2 23 4 2 1 13 14 1 1 15 8 6 3 30 7 4 2 14 15 1 1 18 11 8 4 38 10 5 3 15 16 2 2 23 14 11 6 46 13 8 4 16 17 3 3 28 17 14 9 54 17 10 6 17 18 4 4 33 21 17 12 63 22 14 9 18 19 5 6 38 25 20 15 70 28 18 12 19
8. will divert their attention away from the academic task and inward to self criticism or irrational fears Students scores on this scale measure how tense or anxious they are when approaching academic tasks Students who score low on this measure indicating high anxiety need to learn techniques for coping with anxiety and reducing worry so that they can focus on the task and not on their anxiety Many very capable students are often incapable of demonstrating their true level of knowledge and skill because they are paralyzed or distracted by debilitating anxiety In fact helping some students learn how to reduce their anxiety is sufficient to help them improve their per formance Once these attentional blocks are re moved they do well Coefficient Alpha 82 Sample Items While I am taking a test worry about doing poorly gets in the way of keeping my mind on the test I am very tense when I study Concentration Concentration helps students to focus their attention on school related activities such as studying and listening in class rather than on distracting thoughts emotions feelings or situations People have a limited capacity to process what is going on around them and in their own thoughts if they are distracted 16 then there will be less capacity to focus on the task at hand For students this means that distractions or anything else that interferes with concentration will divert attention away fro
9. 0 24 25 18 71 34 20 10 21 22 3 8 56 28 30 23 79 41 25 12 22 23 5 11 63 33 35 28 87 48 31 16 23 24 7 15 68 38 41 34 95 54 38 19 24 25 9 19 74 43 47 4 99 61 47 24 25 26 13 24 78 48 53 47 67 52 29 26 27 17 29 83 54 58 54 73 58 34 27 28 21 35 86 60 64 60 78 65 40 28 29 27 40 90 65 69 66 83 71 46 29 30 33 47 92 70 75 71 87 76 52 30 31 39 53 95 75 79 76 90 81 59 31 32 46 60 97 80 83 81 93 85 65 32 33 54 66 98 85 87 85 95 89 71 33 34 61 72 99 88 90 88 96 92 77 34 35 68 78 99 91 97 91 98 94 82 35 36 75 84 94 95 93 99 96 87 36 37 82 89 96 97 96 99 98 91 37 38 89 93 99 99 98 99 99 95 38 39 96 97 99 99 99 99 99 99 39 40 99 99 99 99 99 99 99 99 40 26 LASSI HS User s Manual Table 5 Raw Score Equivalents of Percentiles on each of the 10 Percentile LASSI HS Scales for 9th Grade Students ATT MOT TMT ANX CON INP SMI STA 40 40 34 38 38 37 24 35 39 38 31 35 36 35 23 32 38 37 29 33 34 33 22 30 37 36 28 31 32 32 21 29 36 35 27 30 31 31 28 35 34 25 29 30 30 20 27 34 33 28 29 29 19 26 33 32 24 27 28 28 25 31 23 26 27 27 18 24 32 30 22 25 26 26 17 23 31 29 21 24 25 25 30 20 23 24 16 22 29 28 22 23 24 21 28 27 19 21 22 23 15 20 27 26 18 20 21 22 14 gz 26 25 17 19 20 21 19 25 24 16 18 19 20 13 18 24 23 14 16 17 19 12 17 22 21 13 15 16 18 11 15 19 19 11 13 13 16 10 14 13 13 9 10 10 11 8 11 SFT TST 38 39 35 37 33 3
10. 20 6 8 44 29 25 20 78 34 22 15 20 21 8 10 50 34 29 25 84 40 28 19 21 22 11 13 56 40 35 30 90 47 33 24 22 23 13 17 63 45 40 36 95 54 39 29 23 24 17 21 68 50 46 42 99 60 45 34 24 25 20 26 74 56 51 49 99 66 51 40 25 26 24 3l 78 61 57 55 72 57 46 26 27 29 37 83 67 62 62 77 63 52 27 28 34 43 86 72 68 68 82 69 58 28 29 40 49 90 TI 73 74 87 74 63 29 30 46 55 92 81 78 79 90 79 69 30 31 52 61 95 85 82 83 93 83 74 3l 32 58 66 97 88 86 87 95 87 79 32 33 64 72 98 91 89 90 97 90 83 33 34 71 77 99 93 92 93 98 93 87 34 35 11 81 99 95 94 95 99 95 90 35 36 83 86 97 96 97 99 96 93 36 37 88 90 98 98 99 99 98 96 37 38 93 94 99 99 99 99 99 98 38 39 98 98 99 99 99 99 99 99 39 40 99 99 99 99 99 99 99 99 40 c LASSI HS User s Manual Table 2 Percentile Equivalents of Raw Scores in each of the 10 LASSI HS Scales for 10th Grade Students Grade 10 SCORE ATT MOT TMT ANX CON INP SMI STA SFT TST SCORE gt 1 5 6 1 6 7 1 1 7 8 1 1 1 1 1 1 1 1 1 1 8 9 1 1 1 1 1 1 2 1 1 1 9 10 1 1 9 1 1 1 5 1 1 1 10 11 1 1 6 2 2 1 8 1 1 1 11 12 1 1 8 4 3 1 12 3 1 1 12 13 1 1 11 5 5 1 17 4 T 1 13 14 1 1 15 7 6 1 23 7 2 1 14 15 1 1 18 9 8 2 29 10 4 2 15 16 2 1 23 11 11 4 37 13 6 3 16 17 3 2 28 14 14 6 45 17 8 5 17 18 4 3 29 17 17 9 53 22 11 7 18 19 5 5 38 21 20 12 62 28 14 9 19 20 6 6 44
11. 25 24 16 70 34 18 11 20 21 7 9 50 29 28 21 77 40 23 15 21 22 10 11 56 34 33 27 85 47 28 19 22 23 12 15 63 39 38 33 92 54 34 23 23 24 15 19 68 45 44 40 98 60 41 28 24 25 18 23 74 50 49 47 99 66 47 39 25 26 22 28 78 56 55 54 12 53 39 26 27 27 33 83 61 61 60 77 60 45 27 28 32 39 86 66 66 66 82 66 51 28 29 37 44 90 71 71 12 87 12 57 29 30 43 51 92 76 76 11 90 4 63 30 3l 49 57 95 80 80 81 93 8l 68 3l 32 56 63 97 84 84 85 95 85 74 32 33 62 68 98 87 88 88 97 89 78 33 34 69 74 99 90 91 91 98 92 83 34 35 75 79 99 93 93 93 99 94 86 35 36 81 84 95 95 95 99 96 90 36 37 87 89 97 97 97 99 98 93 37 38 93 93 99 99 99 99 99 96 38 39 98 97 99 99 99 99 99 99 39 40 99 99 99 99 99 99 99 99 40 SDA LASSI HS User s Manual Table 3 Percentile Equivalents of Raw Scores in each of the 10 LASSI HS Scales for 11th Grade Students Grade 11 SCORE ATT MOT TMT ANX CON INP SMI STA SFT TST SCORE 5 1 5 6 1 6 7 1 1 T 8 1 1 1 1 1 1 1 1 1 1 8 9 1 1 1 1 1 1 2 1 1 1 9 10 1 1 3 1 1 1 5 1 1 1 10 11 1 1 6 2 2 1 8 1 1 1 11 12 1 1 8 3 3 1 11 2 1 1 12 13 1 1 11 4 5 1 16 3 1 1 13 14 1 1 15 6 6 1 21 5 2 1 14 15 1 1 18 8 8 2 28 8 4 2 15 16 2 1 23 10 11 4 35 11 6 3 16 17 3 2 28 13 14 6 43 15 8 5 17 18 4 3 33 16 17 9 51 20 11 7 18 19 5 5 38 19 20 12 59 25 14 9 19 20 6 6 44 23 24 16 67 31
12. 5 32 34 30 32 29 31 28 30 27 29 26 28 25 27 24 26 23 25 ec 4 22 23 21 22 20 21 18 20 17 19 15 17 11 13 27 Percentile LASSI HS User s Manual Table 6 Raw Score Equivalents of Percentiles on each of the 10 LASSI HS Scales for 10th Grade Students Percentile ATT MOT TMT ANX CON 45 ES 29 20 24 24 40 30 28 23 35 29 19 22 23 25 27 26 17 20 20 20 26 24 16 19 19 15 24 23 14 17 17 10 22 22 13 16 16 05 19 19 11 13 13 01 14 14 9 10 10 INP 21 20 19 17 13 SMI 14 13 12 10 9 STA 19 18 17 15 14 11 SFT TST 38 39 36 38 34 36 32 35 31 34 30 32 29 28 31 27 30 us 29 26 28 25 27 24 26 23 5 s 25 22 24 21 22 19 21 18 20 16 17 12 13 28 Percentile LASSI HS User s Manual Table 7 Raw Score Equivalents of Percentiles on each of the 10 Percentile LASSI HS Scales for 11th Grade Students ATT MOT TMT ANX CON INP SMI STA 40 40 34 38 38 38 25 36 39 39 31 36 36 36 24 33 38 37 29 34 34 34 23 31 37 36 28 33 33 32 29 35 27 31 31 31 22 28 36 34 25 30 30 30 21 27 35 29 29 29 zz 26 34 33 24 28 28 20 25 a 32 23 27 27 28 19 33 31 22 26 27 24 32 30 21 26 25 26 18 23 31 29 20 25 24 22 28 zc 24 25 17 30 e 19 23 23 24 16 21 29 27 18 22 22 23 20 28 26 17 21 20 22 15 19 26 24 16 19 19 21 14 18 25 23 14 18 17 20 13 17 23 22 13 16 16 19 12 16 19 19 11 14 13 17 10 14 14 14 9 10 10 13 9 12 SFT TST 38
13. IKE ME We mean that the statement generally would be true of you Darken the circle with the letter d for this choice e VERY MUCH LIKE ME We do not necessar ily mean that the statement would always describe you but that it would be true of you almost all of the time Darken the circle with the letter e for this choice Use only a No 2 pencil to darken the circles Please be sure to completely darken the circle with the letter you choose Try to answer according to how well the statement describes you not how you think you should be or what others do There are no right or wrong answers to these statements Please work as quickly as you can without being careless and please answer all of the items 6 If you do not have a No 2 pencil raise your hand now and I will give you one 7 Are there any questions 8 Remember there are no right or wrong an swers We are interested in how well the state ments describe you 9 Please begin now and be sure to answer all 76 items 10 When you have finished completing the inven tory please put your pencil down and remain seated 10 After the students have completed the inventory 11 12 Check your answer sheet to make sure that you have filled in all of the information at the top of the front page Be sure that all the bubbles are darkened correctly Collect the answer sheets Now pass your an swer sheet and the directions to th
14. Main Ideas e Study Aids e Self Testing Test Strategies Attitude the first scale contains items addressing attitude and interest in education and school How clear are students about their own educational goals Is school really important or worthwhile to them Motivation the next scale addresses students dili gence self discipline and willingness to work hard Do students easily lose interest in their classes Do they try to stay up to date with their class assignments Time Management examines students use of time management principles for academic work Are they well organized Do they anticipate scheduling problems Anxiety items address the degree to which students worry about school and their performance Do students worry so much that it is hard for them to concentrate Are they easily discouraged about grades Concentration items focus on students ability to pay close attention to academic tasks Are they easily distracted Can they direct their attention to school work The Information Processing scale contains items addressing several sub areas These include the use of mental imagery verbal elaboration comprehen sion monitoring and reasoning Can students create images to aid their memory Can they reason from hypotheses to form conclusions Items on the Selecting Main Ideas scale address students ability to pick out important information for further study Can they focus o
15. Read aloud the directions on the first page of the LASSI HS packet Note The following is a copy of the directions on the first page of the LASSI HS packet The Learning and Study Strategies Inventory High School Version LASSI HS is designed to find out how you learn how you study and how you feel about learning and studying If you have not already pulled out the two sets of pages marked PULL HERE do that now On these two pages you will find 76 statements about learning and studying Read each statement and then mark one of these choices a NOT AT ALL LIKE ME b NOT VERY MUCH LIKE ME c SOMEWHAT LIKE ME d FAIRLY MUCH LIKE ME e VERY MUCH LIKE ME To help you decide which choice to mark we will explain what is meant by each one By NOT AT ALL LIKE ME we do not necessarily mean that the statement would never describe you but that it would be true of you only rarely Darken the letter a for this choice By NOT VERY MUCH LIKE ME we mean that the statement generally would not be true of you Darken the letter b for this choice By SOMEWHAT LIKE ME we mean that the statement would be true of you about half of the time Darken the letter c for this choice By FAIRLY MUCH LIKE ME we mean that the statement generally would be true of you Darken the letter d for this choice By VERY MUCH LIKE ME we do not necessarily mean that the statement would always describe you but that it would be true of you al
16. ame grade student I D number and school number in the spaces pro vided Your school number is Darken the correct bubbles 5 Please look at the Student Directions handout and follow along silently as I read the directions aloud Read aloud a copy of the LASSI HS Student Directions handout Note The following is a copy of the Student Directions handout THE LEARNING AND STUDY STRATEGIES INVENTORY COMPUTER SCORED VERSION Student Directions The Learning and Study Strategies Inventory High School Version LASSI HS is designed to find out how you learn how you study and how you feel about learning and studying On the front and back of the question and answer sheet you will find 76 state ments about learning and studying Read each state ment and then darken the circle which contains the letter you choose a b c d ore To help you decide which choice to mark we will explain what is meant by each letter a NOT AT ALL LIKE ME We do not necessar ily mean that the statement would never describe you but that it would be true of you only very rarely Darken the circle with the letter a for this choice b NOT VERY MUCH LIKE ME We mean that the statement generally would not be true of you Darken the circle with the letter b for this choice c SOMEWHAT LIKE ME We mean that the statement would be true of you about half of the time Darken the circle with the letter c for this choice d FAIRLY MUCH L
17. arned Knowing about test taking and preparation strategies and how to use them helps students target their study activities set up study goals implement an effective study plan and demon strate their knowledge and skill acquisition so it can be accurately evaluated Coefficient Alpha 81 Sample Items I have difficulty adapting my studying to different types of subjects In taking tests writing themes and other schoolwork I find I have not understood what the teacher wants and lose points because of it 19 LASSI HS User s Manual Part 4 THE DEVELOPMENT OF THE LASSI HS The LASSI HS was created in response to educators requests for a high school version of the LASSI A team of experts including educational psychologists school psychologists teachers school counselors and test specialists analyzed the college version of the LASSI and suggested wording changes for many of the items These modifications were designed to generate a set of items that used a high school level vocabulary and that reflected learning tasks and de mands in a high school environment The resulting item set was refined based on two pilot tests with high school students This item set was also reviewed by 30 high school teachers This draft version of the LASSI HS was then field tested with over 750 ninth grade students from five different school districts in three states Based on the data obtained from this field test and a second
18. ccess in educational and training set tings The difference between an expert and a novice LASSI HS User s Manual is not just the amount of knowledge they possess but also and perhaps even more important the way that knowledge is organized It is the difference between storing one thousand folders by throwing them in the middle of a room versus storing them by some mean ingful organization in filing cabinets Students scores on this scale measure how well they can create imaginal and verbal elaborations and or ganizations to foster understanding and recall Stu dents who score low on this measure need to learn methods that they can use to help add meaning and organization to what they are trying to learn These methods range from simple paraphrasing and sum marizing to creating analogies the use of application creating organizational schemes and outlining and the use of inferential analytical and synthetic rea soning skills A student who does not have a reper toire of these strategies and skills will find it difficult to incorporate new knowledge and understanding in such a way that acquisition and recall will be effec tive often despite the large amount of time spent studying The effectiveness and efficiency of both autonomous and classroom learning are facilitated by the use of information processing strategies Coefficient Alpha 80 Sample Items I change the material I am studying into my own words I tr
19. e front of the room Note It is critical that you check the answer sheets to make sure that the students filled in all of the information at the top of the sheet and that they answered each of the questions It is important that the bubbles be filled in correctly otherwise the data on some sheets may be lost 13 Put the answer sheets for each class in a packet Do not use paper clips or staples on the sheets 14 15 16 1 LASSI HS User s Manual Use a clearly marked folder or sheet of paper to indicate the class designation and school Line up the answer sheets so that the notch on each sheet is in the lower right hand corner This is necessary for the grading process It is important to re check each answer sheet to make sure that the bubbles at the top of the front page are darkened correctly Pack the answer sheets in a sturdy box You can use the box in which the LASSI HS materials arrived Place a clearly marked sheet with the class school designation and address with each packet of answer sheets Ship these materials to H amp H Publishing Company Inc The scores summary data and a copy of the PC compatible data disk will be sent to you within one week of receipt of the material at H amp H Publishing Company LASSI HS User s Manual Administration Procedures for the LASSI HS Self Scored Form Each student will receive a LASSI HS packet This packet contains the inventory items
20. ents scores on this scale measure the degree to which they create and use schedules Students who score low on this measure may need to learn about how to create a schedule and how to deal with distractions competing goals and procrastination Accepting more responsibility for studying and achievement outcomes requires that students set real istic school goals and create plans that will facilitate goal achievement These activities are enhanced by effective time management Coefficient Alpha 77 Sample Items I only study when there is the pressure of a test When I decide to do schoolwork I set aside a certain amount of time and stick with it Anxiety Current conceptions of anxiety emphasize the effects of our own thought processes and how they affect school performance Cognitive worry a major component of anxiety is manifested in negative self referrent statements These negative thoughts about one s abilities intelligence future interactions with others or likelihood of success divert a student s attention away from the task at hand such as studying or taking a test If a student is worried that he will not have the time to finish a test then he is just making matters worse by taking even more time away to worry about his performance This type of self defeating behavior often sabotages a student s ef forts If students are tense anxious or fearful about studying or performing in academic situations this
21. f I understand what my teacher is saying during a class period while the rest are stated in a negative direction such as item number 48 When work is difficult I either give up or study only the easy parts NE US LASSI HS User s Manual Administration Directions for the LASSI HS Self Scored Form 1 Make sure that each student has a pencil or a ballpoint pen 2 Distribute a LASSI HS packet to each student 3 Notice that there are two sets of pages that extend from the right hand side of the packet These pages are marked with the words Pull Here You need to remove these pages from the packet Please watch as I demonstrate how to do this Demonstrate now Notice that you should not remove the tabs at the edge of the pages Now please do the same to your packet Check to see that each student did this correctly 4 Please write your name at the top of both pages in the spaces provided 5 Please put these two pages aside for the mo ment 6 Now fill in the identification information on page 3 Put your name school I D Number and today s date in the upper right hand corner Note Since pressure sensitive paper is used in this part of the packet all of the informa tion the students provide will automatically be transferred to the school s copy of the grading report 7 Hold up a LASSI HS packet and say Turn back to the cover page and follow along silently as I read the directions aloud
22. f the self scored form is being used the student can com plete the inventory independently The LASSI HS is not a timed instrument but most students complete it in approximately 20 25 minutes Choosing the Appropriate Form of the LASSI HS Two forms of the LASSI HS are available aself scored form acomputer scored form It is important to consider the target student popula tion prior to selecting the appropriate form It is also important to think about cost time and grading considerations When you use the computer scored LASSI HS you eliminate student scoring errors eliminate student calculation errors have the results sent to you within a week of their receipt by the publisher receive 10 scale scores for each student receive a graph depicting the pattern of scale scores for each student receive a summary of the ten scale scores for each class receive a graph depicting the pattern of scale scores for each class e receive an IBM compatible computer disk containing all of the raw data for your school e risk losing data for any answer sheet that is not properly filled out cannot give immediate feedback to students When you use the self scored LASSI HS you have the results immediately can provide immediate feedback have 10 scale scores for each student have a graph depicting the pattern of scale scores for each student need to check for student scoring or calcula tion errors Material
23. global levels assessed on the Attitude Scale but certainly at the more specific level of individual tasks and assignments Accepting more responsibility for studying and achievement outcomes requires that students learn to attribute much of what happens to them in school to their own efforts rather than to outside forces such as luck or poor teachers or to uncontrollable forces such as innate ability Ac cepting more responsibility and attributing success to one s efforts results in more effective studying and school performance Coefficient Alpha 78 When work is difficult I either give up or study only the easy parts Sample Items I set high standards or goals for myself in school 15 LASSI HS User s Manual Time Management Managing time effectively is an important support strategy for learning Most students have various demands on their time and only by creating realistic schedules and sticking to them can they fit in every thing Creating and using schedules also encourages students to take more responsibility for their own behavior It also requires some knowledge about themselves as students and learners What are their best and worst times of day Which subjects are easier or harder for them What are their preferences for learning methods This type of knowledge and self awareness helps students to create workable schedules and perhaps even more important helps to create the motivation to use them Stud
24. irect students to pro ceed through the scoring procedure described on Page 2 of the LASSI HS packet Note The self scored LASSI HS can be scored by the student a teacher or counselor a paraprofes sional or a clerical assistant Although this form of the LASSI HS was designed for ease of scoring it does require careful effort and the addition of up to eight single digit numbers Therefore it may not be appropriate for some students to score their own inventories If the LASSI HS is going to be scored by the students it may be necessary to monitor the scoring and assist students who experience difficulty jae LASSI HS User s Manual PART 3 DESCRIPTION OF THE LASSI HS SCALES Attitude Students general attitudes toward school and their general motivation for succeeding in school have a great impact on their diligence in study particularly in autonomous situations in which they must study on their own If the relationships between school their life goals and their attitudes about themselves and the world are not clear then it is difficult to maintain a mind set that promotes good work habits concentra tion and attention to school and its related tasks Students scores on this scale measure their general attitudes and motivation for succeeding in school and performing the tasks related to school success Stu dents who score low on this measure need to work on higher level goal setting and reassess how school fi
25. l Activities The first few years of work focused on data gathering In addition an analysis was made of existing pub lished and experimental instruments and inventories It was found that the topics encompassed by the terms study skills and learning strategies varied con siderably among researchers practitioners and as sessment measures Since there was no consensus concerning definitional components the initial phases of this work involved an attempt to create a categori cal scheme To assist in this work a survey project was conducted to examine the contents of study skills books manuals and programs Input was also gath ered from a series of experts in the area Development of an Item Pool Using the data gathered in the first series of studies an initial item pool was created This pool of 645 items was drawn from all of the sources used in the early developmental stage These items were sorted by expert judges using a tentative categorical scheme that was developed During the process of sorting the items two major problems were identified first many items were 20 close duplicates and second a number of items fit into more than one category e g time management as a test taking strategy The first problem was resolved by eliminating duplicate items and the sec ond was left to be addressed after the initial pilot tests when the categorical scheme could be revised based on both the descriptive and correla
26. m school related tasks Students scores on this scale measure their abilities to concentrate and direct their attention to school and school related tasks including study activities Stu dents who score high on this measure are effective at focusing their attention and maintaining a high level of concentration Students who score low on this measure are less successful at focusing their attention on the task at hand by eliminating interfering thoughts emotions feelings and situations They need to learn techniques to enhance concentration and to set priori ties so that they can attend to school as well as their other responsibilities Learning techniques for focus ing attention and maintaining concentration helps students to implement effective learning strategies and can make learning and studying both more effec tive and more efficient Coefficient Alpha 82 Sample Items I pay attention fully when studying I find that when my teacher is teaching I think of other things and don t really listen to what is being said Information Processing Meaningful learning is enhanced by the use of elabo ration and organization strategies These strategies help to build bridges between what a student knows and what he or she is trying to learn and remember Using what we already know that is our prior knowl edge experiences attitudes beliefs and reasoning skills to help make meaning out of new information is critical to su
27. most all of the time Darken the letter e for this choice Please be sure to completely darken the letter you choose Do not stack the sets of pages on top of each other while marking your answers This would damage the pressure sensitive paper Try to answer according tohow well the statement describes you not how you think you should be or what others do 13 LASSI HS User s Manual There are no right or wrong answers to these state ments Please work as quickly as you can without being careless and please answer all of the items Use a pencil or a ball point pen to darken the letters 8 If you do not have a pencil or a ballpoint pen raise your hand now and I will give you one 9 Are there any questions 10 Remember there are no right or wrong an swers We are interested in how the statements describe you 11 Please get the pages you set aside before You may begin now Be sure to answer all 76 items Do not stack these pages on top of each other 12 When you have finished completing the inven tory please put your pencil down and remain seated After the students have completed the inventory 13 Check the packet to make sure you have filled in all of the information at the top of page 3 Also make certain that you have answered each of the questions 14 If someone else is going to score the inventories say Now pass all of your materials to the front of the room Otherwise d
28. n the key points in a class discussion Can they decide what to underline in a textbook The Study Aids scale examines the degree to which students create or use support techniques or materials to help them learn and remember new information Do they complete practice exercises Do they create or use organizational aids Self Testing items focus on reviewing and preparing for classes and tests Most of the items deal with some aspect of comprehension monitoring Do students review before a test Do they stop periodically while reading a textbook to review the content LASSI HS User s Manual The last scale Test Strategies focuses on students Each scale with the exception of Time Management approaches to preparing for and taking quizzes and and Selecting Main Ideas has 8 items The Time tests Management scale has 7 items and the Selecting Main Ideas scale has 5 items Do the students prepare appropriately Do they know how to approach different types Pies tions Sample items and information about the reliability of test questions for each scale are included in Part 3 Description of the LASSI HS Scales e LASSI HS User s Manual Part 2 ADMINISTRATION AND SCORING How is the LASSI HS Administered Setting The LASSI HS can be administered on an individual a classroom or a school wide basis Although an examiner or proctor must be present to explain the purpose of the inventory and the scoring key i
29. nd using a systematic approach to study Coefficient Alpha 74 Sample Items I stop often while reading and think over or review what has been said I try to think of possible test questions when studying my class material Test Strategies Effective test performance depends on both prepara tion strategies and test taking strategies A student needs to know how to prepare for the type of perform ance that will be required and how to maximize that performance Test preparation includes knowing about the type of test For example is it going to be a short answer or a multiple choice exam Will performance require simple recall or will concepts LASSI HS User s Manual principles and ideas need to be applied Test prepa ration also includes knowing about methods for study ing and learning the material in a way that will facilitate remembering and later use Test taking strategies include knowing about the characteristics of tests and test items and how to create an effective test taking plan Students scores on this scale measure their use of test taking and test preparation strategies Students who score low on this measure may need to learn more about how to prepare for tests how to create a plan of attack for taking a test the characteristics of different types of tests and test items and how to reason through to an answer Often students per formance on a test is not an accurate indicator of what they have le
30. orm of the LASSI Norms were developed using a sample of 880 incoming freshmen from a large southern university Test retest correlations 3 week interval were computed on a sample of 209 students from an introductory course in communica tions at the same school A number of different approaches have been used to examine the validity of the LASSI First the scale scores have been compared where possible to other tests or subscales measuring similar factors Second several of the scales have been validated against performance measures Finally the LASSI has been subjected to repeated tests of user validity Profes sors advisors developmental educators counselors and learning center specialists at more than 700 colleges and universities have used the LASSI They report few if any administration problems and a high degree of usefulness in their settings We have also examined the usefulness of the LASSI as part of our own work on the Cognitive Learning Strategies Project It has been used repeatedly in an undergraduate course in learning to learn that is part of our real world laboratory This course is designed to help academically underprepared and education ally disadvantaged students who are either experienc ing or are predicted to experience academic prob lems while attending college Approximately 1 000 students per year enroll This 3 credit elective course is taught in sections of about 30 each The LASSI has been
31. review by the team of experts the final 76 item version of the LASSI HS was devel oped The same conceptual framework underlies the LASSI and the LASSI HS Both instruments also include the same scales and almost the same number of parallel items the only difference is that there are eight items on the LASSI Time Management Scale but there are seven items on the LASSI HS Time Management Scale Given these similarities among the instru ments the research underlying the development of the LASSI is relevant for understanding the develop ment of the LASSI HS The developmental work that led to the creation of the LASSI began in 1978 as part of the Cognitive Learn ing Strategies Project at the University of Texas at Austin In response to the increasing numbers of academically underprepared students entering post secondary educational and training settings many institutions were creating programs to address stu dent deficiencies However one of the major prob lem areas in this field related to assessment The successful implementation of a learning and study strategies course or program requires a reliable and valid means for measuring students deficits and progress In addition an accurate diagnosis of entry level skills could be used to create individualized prescriptions for improvement and subsequent as sessments as well as providing a basis for evaluating the effectiveness of the course or program Early Developmenta
32. rkening the letter a for an item students would indicate that the type of thinking or behavior speci fied in that item was not at all like them while darkening the letter e would indicate that the state _9_ LASSI HS User s Manual ment was very much typical of them Students are also cautioned to respond according to how well the statements reflect their own behaviors or thinking processes and not how they think they should respond or how others would respond The items from each of the 10 LASSI HS scales are randomly distributed within the instrument In addi tion approximately half of the items are stated in a positive direction such as item number 36 I check to see if I understand what my teacher is saying during a class period while the rest are stated in a negative direction such as item number 48 When work is difficult I either give up or study only the easy parts LASSI HS User s Manual Administration Directions for the LASSI HS Computer Scored Form 1 Make sure that each student has a sharpened No 2 pencil with an eraser distribute the pencils if they have been provided by the school 2 Distribute a copy of the Student Directions hand out and a copy of the LASSI HS to each student 3 You will now fill in the identification informa tion at the top of the front page Put your school teacher or class and today s date in the upper right hand corner of the sheet 4 Now fill in your n
33. rm that is scored through a service provided by H amp H Pub lishing Company Separate norms are provided for 9th 10th 11th and 12th grade students In addition by using the 12th grade norms this instrument is appropriate for first year college students who are not yet familiar with the tasks and learning demands of the college environment The LASSI HS can be administered on an individual or a group basis What Does the LASSI HS Assess The LASSI HS is a diagnostic and prescriptive meas ure that assesses student thought processes and be haviors that impact studying and learning The specific focus is on both covert and overt thoughts and behaviors that relate to successful learning in high school and that can be altered through educa tional interventions In addition these thought proc esses and behaviors also contribute significantly to success in college and can be learned or enhanced through programs and interventions in secondary educational settings ais Who Can Benefit from Completing the LASSI HS Students entering the 9th grade who have a history of low achievement Students entering the 9th 10th 11th or 12th grade who are achieving below grade level Students who are experiencing academic difficulty while they are at any grade level in high school Students who are poorly motivated in school Students who want to improve their learning and studying skills Students who want to make the most of their lea
34. rning potential Students who are preparing for college work How Can the LASSI HS Be Used The LASSI HS both the self scored form and the computer scored form can be administered on either an individual or a group basis It is meant to be used as 1 a diagnostic measure to help identify areas in which students could benefit most from educa tional interventions a counseling tool for student advising for aca demic remediation and enrichment programs for student learning assistance programs for high school to college transition programs and for college preparation programs a basis for planning individual prescriptions for both remediation and enrichment a pre post achievement measure for students participating in programs or courses focusing on learning strategies and study skills and an evaluation tool to assess the degree of suc cess of intervention programs or courses LASSI HS User s Manual Who Can Administer the LASSI HS There are no special certification or training require ments for administering the LASSI HS It can be administered by high school counselors classroom teachers or paraprofessionals The LASSI HS is designed to be easily administered However it does require some expertise to interpret and use the scale scores The Ten LASSI HS Scales There are ten scales on the LASSI HS Attitude Motivation Time Management Anxiety Concentration Information Processing Selecting
35. s Needed to Administer the LASSI HS All of the materials needed to administer the LASSI HS will be furnished along with the copies of the instrument However if the computer scored form of the LASSI HS is going to be used either the students or the person administering the LASSI HS must furnish No 2 pencils The self scored form uses pressure sensitive paper and completing it does not require using any special pencil or pen For each set of LASSI HS instruments ordered the following materials are provided User s Manuals for the teachers The LASSI HS Administration Directions also included in this Manual The LASSI HS instruments The Student Directions handout computer scored version only In addition if the computer scored form will be used the administrator or students must provide e No 2 pencils Administration Procedures for the LASSI HS Computer Scored Form Each student will receive a one page Student Direc tions handout and a copy of the LASSI HS computer scored form In addition students must either bring a No 2 pencil with them or be given one This form of the LASSI HS is printed on both sides of a spe cially designed answer sheet using a bubble format For each of the 76 items students are requested to darken the bubble containing the letter that corre sponds to how well the statement describes them on a scale ranging from NOT AT ALL LIKE ME to VERY MUCH LIKE ME For example by da
36. s colleagues and other friends have generously given of their time talents and skills In addition much of the research support for the early development of the college version was provided by the Army Research Institute for the Behavioral and Social Sciences Finally several people have made such enormous contributions that they deserve individual mention the psychometric consultants for our project Drs Gary Hanson and Glynn Ligon our development assistants Gretchen Stone Priscilla Myers Bob Malloch and Linda Frazer and two people who inspired encouraged and supported us in our work Mama and Papa Weinstein Part 1 OVERVIEW OF THE LASSI HS What is the LASSI HS The Learning and Study Strategies Inventory High School Version LASSI HS is an assessment tool designed to measure students use of learning and study strategies and methods at the secondary school level The original version of the LASSI which was published in 1987 is designed for students who are currently enrolled in college The high school ver sion was developed in response to the need to assess skills that are critical for academic success at the high school level but that are also instrumental for mak ing a successful transition into a college setting The LASSI HS is a 76 item self report instrument There are two forms of the LASSI HS a self scored form that can be scored by a teacher counselor or individual student and a computer scored fo
37. st in details and can t remember the main ideas Study Aids Students need to know how to use study aids created by others and how to create their own Textbook authors or publishers will often use headings special type white space special markings summaries and statements of objectives to help students learn from these materials However unless students know how to recognize and use these hints and aids they will not benefit from them It is also important for students to know how to generate their own aids by methods such as the creation of diagrams text marking creating charts or summary sheets and underlining There are other supplementary activities that also support and enhance meaningful learning such as attending group review sessions or comparing notes with another student to check either accuracy or completeness Students scores on this scale measure their ability to use or create study aids that support and increase meaningful learning and retention Students who score low on this measure may need to learn more about the types of study aids provided in educational materials and classes and how they can create their own aids Using and creating study aids improves both the effectiveness and the efficiency of learning particularly in autonomous learning situations Coefficient Alpha 68 Sample Items I use special study helps such as italics and headings that are in my textbooks When they are available I
38. table This response bias can be a major prob lem for self report instruments The post experimen LASSI HS User s Manual tal questionnaire was used to gather information from the students about perceived difficulties problem questions and suggested modifications and improve ments Based on an analysis of this data set and its relation to other student data such as Scholastic Aptitude Test scores grade point average and high school rank a number of changes were made First the format was changed to a Likert type measure If necessary items were reworded Second wording and phrasing changes were made on a number of items Finally items correlating above 50 with the measure of social desirability were eliminated In addition confusing or unclear items were rewritten or eliminated In addition to eliminating items from the potential pool a number of new items were added The sources of these new items included a survey of current research literature in cognitive psychology responses from students on the post experimental question naire suggestions from practitioners and student responses on the Learning Activities Questionnaire a precursor of the LASSI developed as part of the project This new pool of items was then examined independ ently by two content matter specialists and two psy chometricians A revised set of 14 categories con taining at least 7 items for each category was created This version of the LASSI
39. the scoring directions e the score report forms including the summary graph In addition students must either bring with them or be given a pencil or a ballpoint pen Since the LASSI HS self report form uses pressure sensitive paper the type of writing implement used is not important This form of the LASSI HS is printed on two separate pages Since each inventory page is attached to a pressure sensitive coding sheet which is used for grading it is very important that students keep the two inventory pages separate or their an swers will be recorded in the wrong places For each of the 76 items students are requested to darken the letter that corresponds to how well the statement describes them on a scale ranging from NOT AT ALL LIKE ME to VERY MUCH LIKE ME For example by darkening the letter a for an item students would indicate that the type of thinking or behavior specified in that item was not at all like them while darkening the letter e would indicate that the statement was very much typical of them Students are also cautioned to respond accord ing to how well the statements reflect their own be haviors or thinking processes and not how they think they should respond or how others would respond The items from each of the 10 LASSI HS scales are randomly distributed within the instrument In addi tion approximately half of the items are stated in a positive direction such as item number 36 I check to see i
40. tional data col lected In addition items that did not directly deal with study practices e g items about personality characteristics and items whose content concerned an aspect of behavior or experience that could not be altered and therefore could not be a target of reme diation e g My parents read to me as a child were eliminated Items that were confusing com pound items those containing more than one ques tion or statement in the same item and poorly worded items were rewritten by specialists in tests and meas urement As a result of these selection processes the pool of potential items was reduced to 291 Although the LASSI currently used a Likert type scale these initial pilot items were converted to a true false format Approximately half of the items were worded posi tively and half negatively Pilot Testing A preliminary pilot test was conducted to evaluate the administration procedures and to begin collecting psychometric data about the items Different groups of students completed approximately one third of the items to reduce the burden of testing for any one individual as well as a measure of social desirability and a questionnaire about the items and administra tion procedures A subset of this population was also interviewed The measure of social desirability was used to deter mine the degree of relationship between responses to individual items and the subject s desire to be socially accep
41. ts into their future If school is not seen as relevant to the student s life goals and attitudes then it will be difficult if not impossible to generate the level of motivation needed to help take responsibility for one s own learning and for helping to manage one s own study activities Coefficient Alpha 74 I feel confused and undecided as to what my educational goals should be Sample Items I only study the subjects I like Note The coefficient alpha is a measure of reliability Motivation The Attitude Scale measures students general atti tudes toward school and their general motivation for succeeding in school However although general motivation level is important so is a student s motiva tion to perform the specific tasks related to achieve ment The degree to which students accept responsi bility for studying and for their performance is re flected in the everyday behaviors they exhibit related to school and school tasks These behaviors include reading the textbook preparing for class finishing assignments on time and being diligent in studying even if the topic is not particularly interesting to them or even trying to figure out ways to make it more interesting Students scores on this scale measure the degree to which they accept responsibility for performing the specific tasks related to school success Students who score low on this measure need to work on goal setting perhaps at the more
42. y to think through a topic and decide what I am supposed to learn from it rather than just read it over when doing schoolwork Selecting Main Ideas Effective and efficient studying requires that the student be able to select the important material for in depth attention Most lectures discussions and text books contain redundant material extra examples and many supporting details to help explain what is TE LASSI HS User s Manual being taught or presented A major school task involves separating out the important from the unim portant or simply didactic information that does not have to be remembered If a student cannot select out the critical information then the learning task be comes complicated by the huge amount of material the individual is trying to acquire Lacking this skill also increases the likelihood that the student will not have enough time to study everything that must be covered Students scores on this scale measure their skills at selecting important information to concentrate on for further study in either classroom lecture or autono mous learning situations Students who score low on this measure need to learn more about how to identify important information so that they can focus their attention and information processing strategies on appropriate material Coefficient Alpha 71 Sample Items I have a hard time finding the important points in my reading Often when studying I seem to get lo
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