Análisis psicométrico de una escala de habilidades y estrategias para el estudioevaluación y mejora de una adaptación del Inventario LASSI

  1. López Martín, Esther
  2. Expósito Casas, Eva
  3. González Barberá, Coral
  4. Jiménez García, Eva
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2012

Título del ejemplar: Educación para la creatividad, la innovación y el emprendimiento

Volumen: 10

Número: 28

Páginas: 1383-1408

Tipo: Artículo

Otras publicaciones en: Electronic journal of research in educational psychology

Referencias bibliográficas

  • Abreu-Ellis, C., Ellis, J. and Hayes, R. (2009). College preparedness and time of learning disability identification. Journal of Developmental Education, 32(3), 28-30.
  • Alexander, P. A., Graham, S. and Harris, K.R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129-154.
  • Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43(4), 561-573.
  • Asún, R. and Zuñiga, C. (2008). Ventajas de los modelos politómicos de Teoría de la Respuesta al Ítem en la medición de actitudes sociales. Estudio de un caso. Psykhe, 17(2), 103-115.
  • Baessa, Y. and Arroyave, M. (1996). Confiabilidad y validez del inventario de estrategias de estudio y aprendizaje. Revista Latinoamericana de Psicología, 28(2), 293-303.
  • Baghaei, P. (2012). The application of multidimensional Rasch models in large scale assessment and validation: an empirical example. Electronic Journal of Research in Educational Psychology, 10(1), 233-252.
  • Batista, J.M. and Coenders, G. (2000). Modelos de Ecuaciones Estructurales. Madrid: La Muralla.
  • Beltrán, J. (1984). Psicología educacional. Madrid: UNED.
  • Beltrán, J. (1998). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis.
  • Berger, J-L. and Karabenick, S. A. (2011). Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428.
  • Bidjerano, T. and Yun Dai, D. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Diferencies, 17(1), 69-81.
  • Cano, F. (2006). An in-depth analysis of the learning and study strategies inventory (LASSI). Educational and Psychological Measurement, 66(6), 1023-1038.
  • Croft, F. R., Rush, P., LaRue-Atuonah, S., Baechle, C. and Gemmil, J. (1989). Pilot investigation of the reliability and validation of the modified Learning and Study Strategies Inventory (LASSI) for hearing impaired preparatory students at Gallaudet University. En D. S. Martin (Ed.) Second International Symposium on Cognition, Education and Deafness (2nd, Washington, DC, July 5-8. 1989),Working Papers: Volume I.
  • Downing, K., Ho, R., Shin, K., Vrijmoed, L. and Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33(1), 1-13.
  • Ellis Ormrod, J. (2005). Aprendizaje Humano. Madrid: Pearson Educación.
  • Elstad, E. and Turmo, A. (2010). Students' self-regulation and teachers' influences in science: interplay between ethnicity and gender. Research in Science & Technological Education, 28(3), 249-260.
  • Escurra, L.M. (2006). Análisis psicométrico del inventario de estrategias de aprendizaje y estudio en estudiantes universitarios de psicología de Lima metropolitana. Persona, 9, 127-170.
  • Everson, H. T., Weinstein, C. E. and Laitusis, V. (2000, April 24-28). Strategic learning abilities as a predictor of academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Ferrando, P.J. and Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del psicólogo, 31(1), 18-33.
  • George, D. and Mallery, P. (1995). SPSS/PC+. Step by step. A simple guide and reference. Belmont, CA: Wadsworth Publishing.
  • González, C. (2004). Factores determinantes del bajo rendimiento académico en Educación Secundaria. Madrid: Servicio de Publicaciones UCM.
  • Hulick, C. and Higginson, B. (1989, November 8-10). The use of learning and study strategies by college freshmen. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Little Rock, Arkansas.
  • Jimenez, V., Puente, A., Alvarado, J.M. and Arrebillaga, L. (2009). Medición de estrategias metacognitivas mediante la Escala de Conciencia Lectora: ESCOLA. Electronic Journal of Research in Educational Psychology, 7(2), 779-804.
  • Kistner, S., Rakoczy, K. Otto, B. Dignath-van Ewijk, C., Büttner, G. and Klieme, E. (2010). Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance. Metacognition Learning, 5(2), 157-171.
  • Kombartzky, U., Ploetzner, R., Schlag, S. and Metz, B. (2010). Developing and evaluating a strategy for learning from animations. Learning and Instruction, 20(5), 424-433.
  • Ku, K.Y.L. and Ho. I.T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5(3), 251-267.
  • Kwong. T., Wong, E. and Downing, K. (2009). Institutional-level integration of the learning and study strategies inventory (LASSI). Interactive Technology and Smart Education, 6(4), 286-292.
  • Lee, H.W., Lim, K.Y. and Grabowski, B.L. (2010). Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Educational Technology Research and Development, 58(6), 629-648.
  • Masters, G.N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47(2), 149-174.
  • Melancon, J. G. (2002). Reliability, structure, and correlates of learning and study strategies inventory scores. Educational and Psychological Measurement, 62(6), 1020-1027.
  • Murphy, P.K. and Alexander, P. (1998). Using the Learning and Study Strategies Inventory-High school version with Singaporean females: Examining psychometric properties. Educational and Psychological Measurement, 58(3) 493-510
  • Ning, H.K. and Downing, K. (2010). Connections between learning experience, study behavior and academic performance: a longitudinal study. Educational Research, 52(4), 457-468.
  • Obiekwe, J.C. (2000, April 24-28). The latent structures of the Learning and Study Strategies Inventory (LASSI): a comparative analysis. Paper presented at the Annual Meeting fo the American Educational Research Association, New Orleans, LA. Available from http://www.eric.ed.gov/PDFS/ED442873.pdf.
  • Olejnik, S. and Nist, S.L. (1992). Identifying latent variables measured by Learning and Study strategies inventory (LASSI). Journal of Experimental Education. 60(2), 151-159.
  • Olivárez, A. and Tallent Runnels, M. (1994). Psychometric properties of the learning and study strategies inventory High school version. Journal of Experimental Education, 62(3), 243-57.
  • Petersen, R., Lavelle, E. and Guarino, A.J. (2006). The relationship between college students' executive functioning and study strategies. Journal of College Reading and Learning, 36(2), 59-67.
  • Reaser, A., Prevatt, F., Petscher, Y. and Proctor, B. (2007). The learning and study strategies of college students with ADHD. Psychology in the Schools,44(6), 627-638.
  • Salvador, F., Rodríguez, J.L. and Bolíva, A. (Dirs.), (2004). Diccionario Enciclopédico de Didáctica (Vol. I). Málaga: Aljibe.
  • Samuelstuen, M.S. (2003). Psychometric properties and item-keying direction effects for the Learning and Study Strategies Inventory High school version with Norwegian students. Educational and Psychological Measurement, 63(3), 430-445.
  • Smith R.M. (1996) Polytomous Mean-Square Fit Statistics. Rasch Measurement Transactions 10(3), 516-517.
  • Stevens, T. and Tallent-Runnels, M.K. (2004). The learning and study strategies inventory -High school version: Issues of factorial invariance across gender and ethnicity. Educational and Psychological Measurement, 64(2), 332-346.
  • Streblow, L. and Schiefele, U. (2006). Lernstrategien im Studium. En H. Mandl y H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (pp. 352-364). Göttingen: Hogrefe.
  • Schumacker, R.E. and Lormax, R.G. (2010). A Beginner's Guide to Structural Equation Modeling. New York, NY: Routledge
  • Torrano, F. and González-Torres, M.C. (2004). El aprendizaje autorregulado: presente y futuro de la investigación. Electronic Journal of Reserach in Educational Psychology, 2(1), 1-34.
  • Weinstein, C.E., Zimmerman, S.A. and Palmer, D.R. (1988). Assesing learning strategies: The desing and development of the LASSI. En C.E. Weinstein, E.T. Goetz, y P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction and evaluation (pp. 25-40). San Diego, CA: Academic Press.
  • West, S.G., Finch, J.F. and Curran, P.J. (1995). Structural Equation Models with Nonnormal Variables. En R.H. Hoyle (Ed.), Structural Equation Modeling. Concepts, Issues, and Applications. California: SAGE Publications
  • Wong, M. S. L. (2011). Language Learning Strategy Use: A study of Pre-Service Teachers in Malaysia. Retrieved December 22, 2011, from http://www.eric.ed.gov/PDFS/ED521415.pdf.
  • Wright, B.D. (1980). Afterword. In G. Rasch (1960). Probabilistic models for some intelligence and attainment tests (pp. 9-23). Chicago: The University of Chicago Press.
  • Wu, M.L., Adams, R.J., Wilson, M.R. and Haldane, S.A. (2007). ACERConQuest Version 2.0: generalised item response modelling software. Camberwell, VIC: ACER Press.
  • Ximénez, M.C. and García, A.G. (2005). Comparación de los métodos de estimación de máxima verosimilitud y mínimos cuadrados no ponderados en el análisis factorial confirmatorio mediante simulación Monte Carlo. Psicothema, 17(3), 528-535.
  • Yip, M.C.W. (2009). Differences between high and low academic achieving university students in learning and study strategies: a further investigation. Educational Research and Evaluation, 15(6), 561-570.