title: Concurrent validity of the Learning and Study Strategies Inventory (LASSI): a study of African American precollege students.
abstract: Concurrent validation procedures were employed, using a sample of African American precollege students, to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were appropriate for diagnostic purposes. Data analysis revealed that 2 of the 10 LASSI scales (i.e., Anxiety and Test Strategies) significantly correlated with a measure of academic ability. These results suggested that scores obtained from these LASSI scales may provide valid assessments of African American precollege students’ academic aptitude. Implications for teachers, school counselors, and developmental studies professionals were discussed.
authors.affiliation: Clemson University.
authors.forename: Lamont A
authors.initials: LA
authors.lastname: Flowers
authors.forename: Brian K
authors.initials: BK
authors.lastname: Bridges
authors.forename: James L
authors.initials: JL
authors.lastname: Moore III
mesh_terms: D001741:Black or African American / Q000193:education / Q000208:ethnology / Q000266:history / Q000331:legislation & jurisprudence / Q000523:psychology; D004493:Education / Q000191:economics / Q000266:history; D049673:History, 20th Century; D049674:History, 21st Century; D006801:Humans; D007858:Learning; D058028:Research Report / Q000266:history; D013334:Students / Q000266:history / Q000331:legislation & jurisprudence / Q000523:psychology; D058013:Test Taking Skills / Q000266:history / Q000523:psychology