The present research had two purposes. First, the study was designed to validate the Learning and Study Strategies Inventory (LASSI) (Weinstein, 1987) with undergraduate nursing students. Second, a causal model of learning for undergraduate nursing students was developed and tested. Results of the validation study were used for the development of the model.

The data were collected on 134 first-year nursing students enrolled at a Midwestern community college. Analysis of the data included (1) factor analysis of the LASSI data; (2) Cronbach alpha to estimate internal consistencies of the revised LASSI scales; (3) Pearson product-moment correlations to determine the relationships among the various variables related to academic achievement; (4) path analysis of the proposed causal model of learning.

Factor analysis of the LASSI data indicated existence of four learning process scales with the current sample of students. The four scales were motivation, self-efficacy, concentration/preparation for class and self-monitoring/use of study strategies. These showed moderate to high internal consistency estimates that ranged form.80 to.91.

In the path analysis language ability, reading ability and self-efficacy were found to have a direct effect on the academic achievement of nursing students. Self-efficacy was found to be directly affected by the students' language ability, math ability, motivation, and concentration/preparation for class. Life stress, motivation and self-monitoring/use of study strategies were found to influence students' concentration and preparation for class. In turn, self-monitoring/use of study strategies was found to be influenced by individuals' motivation. Overall, this model explained 46% of the variance in academic achievement. Results are discussed in terms of assisting educators to enhance the academic achievement of undergraduate nursing students in community colleges.