In this study, the factor structure of the Learning Behavior Scale (LBS; Mc
Dermott, Green, Francis, & Stott, 1999) was examined in an independent samp
le of 257 elementary school students. The LBS is a 29-item, four-factor sca
le on which teachers rate students' positive and negative learning behavior
s. The results indicated that the internal consistency of the total LBS sco
res and the scores on two subscales (Competence Motivation and Attitude Tow
ard Learning) were high enough for individual decision making, whereas the
reliability estimates of scores on the Attention/Persistence and Strategy/F
lexibility subscales were appropriate only for research or screening purpos
es. Factor analyses extracted factors similar to three of the factors on th
e LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexib
ility), and suggested that the fourth factor (Attention/Persistence) may be
nefit from additional study. In general, the results indicate that the LBS
may be a useful tool for examining students' learning behaviors. (C) 2001 J
ohn Wiley & Sons, Inc.