Development and validation of the preschool learning behaviors scale

Abstract This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample ( N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample ( N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample ( N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc.