LASSI-HS

Learning and Study Strategies Inventory - High School


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 an online version that is taken and scored on the computer. 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.


The LASSI-HS can be used as:

  • a diagnostic measure to help identify areas in which students can benefit most from educational interventions;
  • a counseling tool for student advising, for academic 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 success of intervention programs or courses.

The LASSI-HS measures skills that are critical for academic success in high school and also those skills instrumental for making a successful transition to college. In addition to providing a profile of strengths and weaknesses for each of the ten LASSI-HS scales, the Web version allows instructors online access to reports. The Web LASSI-HS’s pre/post test feature allows instructors to compare results between administrations. Raw data can be downloaded from the administrative website to assist in research.

Authors

The LASSI-HS was developed at the University of Texas at Austin by Claire Ellen Weinstein, Ph.D. and David R. Palmer, Ph.D.


Skill Component of Strategic Learning

The LASSI-HS scales related to the skill component of strategic learning are: Information Processing, Selecting Main Ideas and Test Strategies. These scales examine students’ learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning for important new information, ideas and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures.

Will Component of Strategic Learning

The LASSI-HS Scales related to the will component of strategic learning are: Attitude, Motivation and Anxiety. These scales measure students’ receptivity to learning new information, their attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements, and the degree to which they worry about their academic performance.

Self-regulation Component of Strategic Learning

The LASSI-HS Scales related to the self-regulation component of strategic learning are: Concentration; Time Management; Self-Testing and Study Aids. These scales measure how students manage, or self-regulate and control, the whole learning process through using their time effectively, focusing their attention and maintaining their concentration over time, checking to see if they have met the learning demands for a class, an assignment or a test, and using study supports such as review sessions, tutors or special features of a textbook.