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Stanford
Learning Lab Learning Lab

Introduction to the LASSI

Understand the components of strategic learning and why they matter. Each index of the LASSI is associated with a component of strategic learning: skill, will, and self-regulation. Strategic learners know how to use all three components and how select and reject practices to reach specific learning goals. 

Once you've taken the LASSI, our LASSI Reflection Sheets introduce you to relevant learning strategies and resources at Stanford.  We invite you to visit us through a Drop In appointment to further analyze your results and translate them into action.

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The Components of Strategic Learning

Skill: Information Processing, Selecting Main Ideas, and Test Strategies

These indexes examine students’ learning strategies, skills, and thought processes related to identifying, acquiring, and constructing meaning for important new information, ideas, and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures.

Will: Anxiety, Attitude, and Motivation

These indexes measure the degree to which students worry about their academic performance, their receptivity to learning new information, their attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements.

Self-Regulation: Concentration, Self-Testing, Time Management, and Using Academic Resources

These indexes measure how students manage, self-regulate, or control the entire learning process. These processes include using time effectively, focusing attention and maintaining concentration, and checking to determine if learning demands for a class, assignment, or a test have been met. This area also relates to students’ willingness to seek help from instructors, fellow students, tutors, academic coaches, learning centers, and/or tutoring programs.

For more information about the importance of metacognitive and noncognitive behaviors that can impact your learning, please review this noted research from the University of Chicago.