Construct validity of the learning behavior scale with an independent sample of students

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.