本研究旨在修訂「高中（職）學生學習與讀書策略量表」，以協助學生了解自 己的學習與讀書策略，並作為學習輔導之參考。原「高中（職）學生學習與讀書策 略量表」，係李吟、張德榮、林本喬、賀孝銘、洪寶蓮（1995）根據Weinstein 的學習策略概念及其所編製之中學版「學習與讀書策略量表」發展而成。本研究延 續前述架構，補充相關學習理論說明以及新增資訊載具題目，進行量表修訂。二次 預試，分別蒐集456名及473 名高中（職）學生資料，經預試分析（含項目分析與 因素分析）以及專家訪談，確立所編修之學習與讀書策略量表內涵符合原架構。正 式施測，將全國高中職學校分為北、中、南、東及離島四區，進行分層抽樣，計有 3,321 位高中（職）學生為受試者。研究結果顯示：(1)全量表之Cronbach’s 為 .94，間隔2 週的再測信度為.82；(2)驗證性因素分析所得組合信度介於.80～89， 平均變異解釋量介於.41～.58，且有良好之效標關聯效度，顯示發展之量表具有良 好信效度；(3)編修完成之正式量表，包括：「學習興趣」、「學習動機」、「學 習專注」、「閱讀與考試」、「時間管理」、「自我測驗」、「焦慮調節」、「訊 息處理」與「問題解決」等九個向度，每向度有6 題，計有54 題；(4)針對正式施 測樣本，除建立整體常模，並依不同性別、年級、學校屬性與地區，分別建立百分等 級常模，作為相對地位的參照；(5)不同背景變項的受試者，其在學習與讀書策略的 表現具有顯著差異。本研究並依據所得結果，提出學習輔導運用與未來研究建議。

The purpose of this study is to develop the Revised Learning and Study Strategies Inventory: High School Version, based on Lee, Chang, Lin, Ho, & Hung’s (1965) inventory. Their inventory is originally constructed based on the theories ofWeinstein and his development of Learning and Study Strategies Inventory: High School Version. Our development of the RLASSIHS is a new development with opinions from experts on youth learning studies in Taiwan. The sample of the twice pilot study for the development of the RLSSIHSV includes 456 and 473 youth and that of the formal study includes 3,321 stratification selection participants located in the north, central, south and east part of Taiwan. The results show that: Firstly, the Cronbach’s of the RLASSIHS is .94, retest reliability that interval 2 weeks is .82. Secondly, confirmatory factor analysis showed the composite reliability between .80～89, average variance between .41～.58, and good criterion-related validity. Thirdly, the RLSSIHSV has 54 items, consisted of nine factors: learning interest, learning motivation, learning concentration, study and examination, time management, self-check, anxiety regulation, information process and problem solution. Fourthly, the norms are established for the total, gender, grade, school attribute, and area. Finally, there are significant differences in the nine factors among the different demographic participants. Suggestions are provided for learning guidance and future research.