A structural equation model of learning approaches and strategies

A total of205 high school students (grades 10,11,12) with approxi=tely equal numbers of niales (N=104;.50.7%) and females (N=101;49.3%) and a mean IQ of117.7 (SD=13.27; range.-74-150) responded to the Learning Process Questionnaire (LPQ) and the Learning and Study Strategies Inventory (LASSI-HS). The resulting data were fitted to a three-factor model of learning motives and strategies theoretically deritrdfrom Biggs' (1987) learning process model and based on associated empirical evidenre, the nature of the LASSI-HS, and our assuniptiotis regarding the mediating role of inteIligence and the nature of twmi-r*renced measures of intelligence (Otis Lenon). The resulting frt of the nwdel was very good (comparatine frt index =.98; residual mean square =.21), thus providing strong support for the proposed model. We conclude that there is a strong relationship between studetits'approaches and strategies for learning and that infeIlectutrI functioning plays a critical role in their ability to discriminate approaches and strafegies for learning.