National scales of differential learning behaviors among American childrenand adolescents

This article presents the design, nationwide standardization, and validatio n of the Learning Behaviors Scale (LBS), a device that assesses differentia l patterns of classroom learning. A norm sample of 1,500 5- through 17-year -old Ss was stratified according to the U.S. Census by age, gender, academi c level, ethnicity, family structure, disabling condition, national region, community size, and parent education. Orthogonal and oblique common factor ing revealed 4 distinct and reliable dimensions of learning behavior: Compe tence Motivation, Attitude Toward Learning, Attention/Persistence, and Stra tegy/flexibility Invariance and generality of the dimensional structure was confirmed across random subsamples, age groups, gender, and ethnicity. Con vergent validity was demonstrated with measures of cognitive ability and sc hool achievement as was divergent validity against measures of behavior pat hology. Incremental predictive validity (beyond intellective measures) and absence of ethnic bias were demonstrated for predictions of achievement tes t scores and teacher-assigned grades. Implications are discussed for resear ch, screening, and intervention programs.