本研究欲編製一份適用於高中生且信、效度良好的學習策略量表，以提供學校輔導之使用。「高中生學習策略量表」包括認知策略、後設認知策略及資源管理策略三大向度與十一個分量表—演練策略、精緻化策略、組織策略、批判思考策略、計畫策略、監控策略、調整策略、時間和讀書環境策略、努力策略、同儕學習策略、尋求幫助策略。全量表有49個題目，作答方式採Likert式五點量尺。全量表的內部一致性信度Cronbachα係數為.956，認知策略向度為.912，後設認知策略向度為.892，資源管理策略為.880，而各分量表的信度在.60～.87之間；間隔兩週的全量表重測信度為.729。
效度方面，本研究以「高中（職）學生學習與讀書策略量表」與學業成就作為效標，前者以典型相關分析求效度，兩者之間呈現顯著的典型相關，且「高中生學習策略量表」十一個變項經由第一、第二組典型因素共可說明「高中（職）學生學習與讀書策略量表」九個學習策略總變異量的45.18％；後者以積差相關分析求效度，兩者之相關為.291，達到.05之顯著水準。並且使用試探因素分析驗證建構效度，十一個分量表個別可解釋的總變異量介於49.15％至71.67％之間，因素負荷量介於.56至.90之間。在各分量表之內部相關上，各分量表間的相關為.30～.69之間且均達.01的顯著性。整體而言，「高中生學習策略量表」的信、效度均佳。最後，根據研究結果，提出有關量表改進及未來研究之建議。

The purpose of this study was to develop the learning strategy scale for high school students. “The Learning Strategy Scale for High School Students (LSS)” was composed of 3 aspects and 11 subscales. The 3 aspects were cognitive strategies, meta-cognitive strategies and resource management strategies. The 11 subscales were rehearsal strategy, elaboration strategy, organizational strategy, critical thinking, planning strategy, monitoring strategy, regulating strategy, time and study environment, effort regulation, peer learning, and help seeking.
This scale, consisting of 49 items, was designed to be addressed in Likert’s 5-point scale. The internal reliability of the scale’s Cronbach’s alpha coefficient was .956. The alpha coefficients of cognitive strategy, meta-cognitive strategy, and resource management strategy were .912, .892, .880 respectively. The coefficients of all 11 subscales fell between .60 and .87. The 2-week test-retest reliability of the whole scale was .729.
About the validity of the LSS, significant canonical correlation was found between LSS and the “Learning and Study Strategies Inventory-High School _Taiwan Version”, and significant Pearson’s correlation was found between LSS and the academic performance. Exploratory factor analysis indicated that the LSS has reasonable construct validity. The internal correlations among 11 subscales ranged from .30 to .69. In general, the reliability and the validity of the LSS were satisfactory. Finally, the improvements of “The Learning Strategy Scale” and suggestions of future research are discussed in the thesis in question.

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