Factor analysis, reliability and validity of the Preschool Learning Behaviors Scale

Nanette M Leigh, University of Pennsylvania

Abstract

Research was completed to evaluate the psychometric properties of the Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis & Stott, 1993). The PLBS is a 29-item, teacher-completed measure of observable behaviors related to learning. Subjects were a nationally representative sample of 3 to 5 year-olds (N = 100). Common factor analysis of PLBS items yielded three dimensions: Competence Motivation, Attention/Persistence and Attitude. Second-order analysis supported a Total score. The solution was generalizable to different demographic groups and invariant in a second sample. Internal reliability was demonstrated. A scoring system was established for the three dimensions and Total score. Interobserver agreement and test-retest reliability were demonstrated in a local sample. Correlation of dimensions and Total score with results from a standardized intelligence test indicated a significant but moderate relationship between learning behaviors and intellectual ability. Canonical correlation supported learning behaviors as a construct unique from ability. Convergent and divergent patterns of validity were revealed in correlations with scores from a social skills checklist completed concurrently by the classroom teacher. Issues of validity and areas for future research were discussed. ^

Subject Area

Education, Tests and Measurements|Education, Early Childhood|Education, Educational Psychology

Recommended Citation

Nanette M Leigh, "Factor analysis, reliability and validity of the Preschool Learning Behaviors Scale" (January 1, 1995). Dissertations available from ProQuest. Paper AAI9532231.
http://repository.upenn.edu/dissertations/AAI9532231

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