Preschool children's learning behaviors, concept attainment, social skills, and problem behaviors: Validity evidence for preschool learning behaviors scale scores

Barbara A. Schaefer, Kimberely Fitch Shur, Maria Macri-Summers, Scott L. MacDonald

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

This study provides concurrent and predictive validity and test-retest reliability evidence for scores from the preschool teacher-completed Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis, & Stott, 2002) using two regional samples of preschool children aged 3 to 5.5 years (Ns of 61 and 70). Teacher ratings of social skills and problem behaviors were collected using the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994), and estimates of preschoolers' basic concept attainment were obtained using the individually administered Bracken Basic Concept Scale (BBCS; Bracken, 1984). Results indicated that preschoolers' adaptive learning behaviors were positively correlated with social skills and negatively associated with problem behaviors but were not significantly related to subsequent basic concept attainment. Fourweek test-retest coefficients for the PLBS Total score and Competence Motivation, Attention/Persistence, and Attitude Toward Learning subscale scores were adequate. Results support the unique contribution of PLBS scores in understanding children's responses to learning activities in preschool classroom environments.

Original languageEnglish (US)
Pages (from-to)15-32
Number of pages18
JournalJournal of Psychoeducational Assessment
Volume22
Issue number1
DOIs
StatePublished - Mar 2004

All Science Journal Classification (ASJC) codes

  • Education
  • Clinical Psychology
  • Psychology(all)

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