Approaches to learning among school-aged youth in Nepal: Factor structure of learning behaviors scale scores

Helen S. Hamlet, Barbara A. Schaefer, Margaret Herrick, Renuka Rai

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Educational progress and advancement is essential to the social and economical growth in Nepal. With 2015 as the goal date for the Dakar Framework for Action, identification of methods to improve student outcomes is fundamental to this goal. Assessing student learning behaviors in order to strengthen and/ or remediate a student’s approach to learning facilitates academic achievement. The Learning Behaviors Scale (LBS) provides a behaviorally based assessment instrument for exploring students’ behaviors in the classroom. This study investigated the factor structure, multidimensional structure, and item endorsement of the LBS for a sample of 223 school-aged Nepalese students. A four-factor structure was revealed for this population. The four factors represent: task approach; emotional negativity/sojho; task engagement/thiken; and self-control. In addition, two dimensions of learning behaviors emerge. These represent task approach and level of engagement. Finally, a comparative analysis of the data identified similarities between the US sample and the Nepalese sample. The results of this study indicate a pattern of learning behaviors, as identified by the LBS, which is similar across the two cultures.

Original languageEnglish (US)
Pages (from-to)300-313
Number of pages14
JournalResearch in Comparative and International Education
Volume10
Issue number2
DOIs
StatePublished - Jan 1 2015

Fingerprint

learning behavior
Nepal
school
learning
student
self-control
academic achievement
classroom

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{0a9e6ab6cf1242fdbb7e7a5e154d882d,
title = "Approaches to learning among school-aged youth in Nepal: Factor structure of learning behaviors scale scores",
abstract = "Educational progress and advancement is essential to the social and economical growth in Nepal. With 2015 as the goal date for the Dakar Framework for Action, identification of methods to improve student outcomes is fundamental to this goal. Assessing student learning behaviors in order to strengthen and/ or remediate a student’s approach to learning facilitates academic achievement. The Learning Behaviors Scale (LBS) provides a behaviorally based assessment instrument for exploring students’ behaviors in the classroom. This study investigated the factor structure, multidimensional structure, and item endorsement of the LBS for a sample of 223 school-aged Nepalese students. A four-factor structure was revealed for this population. The four factors represent: task approach; emotional negativity/sojho; task engagement/thiken; and self-control. In addition, two dimensions of learning behaviors emerge. These represent task approach and level of engagement. Finally, a comparative analysis of the data identified similarities between the US sample and the Nepalese sample. The results of this study indicate a pattern of learning behaviors, as identified by the LBS, which is similar across the two cultures.",
author = "Hamlet, {Helen S.} and Schaefer, {Barbara A.} and Margaret Herrick and Renuka Rai",
year = "2015",
month = "1",
day = "1",
doi = "10.1177/1745499915576175",
language = "English (US)",
volume = "10",
pages = "300--313",
journal = "Research in Comparative and International Education",
issn = "1745-4999",
publisher = "Symposium Journals Ltd",
number = "2",

}

Approaches to learning among school-aged youth in Nepal : Factor structure of learning behaviors scale scores. / Hamlet, Helen S.; Schaefer, Barbara A.; Herrick, Margaret; Rai, Renuka.

In: Research in Comparative and International Education, Vol. 10, No. 2, 01.01.2015, p. 300-313.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Approaches to learning among school-aged youth in Nepal

T2 - Factor structure of learning behaviors scale scores

AU - Hamlet, Helen S.

AU - Schaefer, Barbara A.

AU - Herrick, Margaret

AU - Rai, Renuka

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Educational progress and advancement is essential to the social and economical growth in Nepal. With 2015 as the goal date for the Dakar Framework for Action, identification of methods to improve student outcomes is fundamental to this goal. Assessing student learning behaviors in order to strengthen and/ or remediate a student’s approach to learning facilitates academic achievement. The Learning Behaviors Scale (LBS) provides a behaviorally based assessment instrument for exploring students’ behaviors in the classroom. This study investigated the factor structure, multidimensional structure, and item endorsement of the LBS for a sample of 223 school-aged Nepalese students. A four-factor structure was revealed for this population. The four factors represent: task approach; emotional negativity/sojho; task engagement/thiken; and self-control. In addition, two dimensions of learning behaviors emerge. These represent task approach and level of engagement. Finally, a comparative analysis of the data identified similarities between the US sample and the Nepalese sample. The results of this study indicate a pattern of learning behaviors, as identified by the LBS, which is similar across the two cultures.

AB - Educational progress and advancement is essential to the social and economical growth in Nepal. With 2015 as the goal date for the Dakar Framework for Action, identification of methods to improve student outcomes is fundamental to this goal. Assessing student learning behaviors in order to strengthen and/ or remediate a student’s approach to learning facilitates academic achievement. The Learning Behaviors Scale (LBS) provides a behaviorally based assessment instrument for exploring students’ behaviors in the classroom. This study investigated the factor structure, multidimensional structure, and item endorsement of the LBS for a sample of 223 school-aged Nepalese students. A four-factor structure was revealed for this population. The four factors represent: task approach; emotional negativity/sojho; task engagement/thiken; and self-control. In addition, two dimensions of learning behaviors emerge. These represent task approach and level of engagement. Finally, a comparative analysis of the data identified similarities between the US sample and the Nepalese sample. The results of this study indicate a pattern of learning behaviors, as identified by the LBS, which is similar across the two cultures.

UR - http://www.scopus.com/inward/record.url?scp=84945899026&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945899026&partnerID=8YFLogxK

U2 - 10.1177/1745499915576175

DO - 10.1177/1745499915576175

M3 - Article

AN - SCOPUS:84945899026

VL - 10

SP - 300

EP - 313

JO - Research in Comparative and International Education

JF - Research in Comparative and International Education

SN - 1745-4999

IS - 2

ER -