Structure and norms of the Learning and Study Strategy Inventory: a comparison of South African and American samples

Abstract

This study examined the factorial structure and scale values of the Learning and Study Strategies Inventory (LASSI) among a sample of South African university students (N = 6 065). Principal components and confirmatory factor analysis of the data yielded two factors, namely “meta-learning” and “information control” that accounted for 60.54% of the variance. In comparison to a sample comprising American students, the South African students self-reported with significantly higher scores, suggesting a possible cultural difference in endorsing learning and studying approaches. Further cross-cultural research on the LASSI is needed to provide evidence on its cross-cultural transportability