About the Measure

Domains Meta-cognition, Motivation, goal orientation and perseverance
Key stages Key Stage 1, Key Stage 2, Key Stage 3
Subscales Attitude toward learning; Strategy/flexibility; Competence motivation; Attention and persistence
Description Teachers rate the frequency of positive and negative behaviours known to relate to effective learning on a scale of 0-3.
Example Says tasks too hard, makes no attempt
Link http://journals.sagepub.com/doi/pdf/10.1177/0734282905285239

Implementation details

No. of items 29
Format Likert
Respondent Teacher
Scoring Standardised
Time 0
Age 6-12
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms No
Cronbach's α .69-.93
Test retest 2 weeks, r= [.91,.93]
Inter-rater reliability r= [.68,.88]
EFA 4-factor orthogo
CFA Not reported
Criterion validity Not reported
Construct validity Not reported
Concurrent validity Not reported
Predictive validity LBS was able to account for 12.1% of the variability in DAS verbal, non-verbal, and spatial ability
Responsiveness Not reported
Floor/Ceiling Not reported
References Canivez, G. L., Willenborg, E., & Kearney, A. (2006). Replication of the Learning Behaviors Scale factor structure with an independent sample. Journal of Psychoeducational Assessment, 24(2), 97-111. doi:10.1177/0734282905285239
Worrell, F. C., Vandiver, B. J., & Watkins, M. W. (2001). Construct validity of the Learning Behavior Scale with an independent sample of students. Psychology in the Schools, 38(3), 207-215. doi:10.1002/pits.1011
McDermott, P. A. (1999). National scales of differential learning behaviors among American children and adoles- cents. School Psychology Review, 28, 280-291. Retrieved from http://naspjournals.org/loi/spsr?code=naps-site