THE DEVELOPMENT OF THE THAI VERSION OF THE LEARNING AND STUDY STRATEGIES INVENTORY (LASSI - THAI VERSION)
Dejitthirat, K. Palmer, D.R. and Weinstein, C.E., The University of Texas at Austin, USA
It is well documented that many tertiary students are at risk for academic failure, not because they lack the intellectual capacity to perform at the college level, but because they lack some of the knowledge, cognitive strategies, study skills, motivation, attitudes and self-regulation needed to be strategic learners. To assist first-year Thai college students to adapt their learning to their new academic environment, an assessment scale that helps provide a diagnosis of student's learning and studying strategies and practices was developed. The LASSI-Thai Version has 10 scales that assess student's strengths and weaknesses in each of the following areas: anxiety, attitude, concentration, information processing, motivation, selecting main ideas, self testing, study aids, test strategies, and time management. Based on the Learning and Study Strategies Inventory (LASSI: Weinstein, Palmer, & Schulte, 1987), used in approximately 1,800 universities and colleges in the United States, the Thai version of the LASSI was administered to approximately 800 freshmen from 4 Thai public and private universities. Procedures for scale development will be reviewed; particularly those used during the translation to address language, cultural, and educational practice differences between the United States and Thailand. Additionally, comparisons between the LASSI-Thai Version and the original LASSI, especially their psychometric properties, will be examined. Finally, contributions of the study to our understanding of strategic learning will be presented.