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.

这项研究调查了南非大学生样本（N = 6065）中学习和学习策略清单（LASSI）的阶乘结构和量表值。数据的主成分和验证性因素分析产生了两个因素，即“元学习”和“信息控制”，它们占差异的60.54％。与由美国学生组成的样本相比，南非学生的自我报告得分明显更高，表明在认可学习方法方面可能存在文化差异。需要对LASSI进行进一步的跨文化研究，以提供其跨文化可运输性的证据。