Reliability and validity of Learning Behaviors Scale (LBS) scores with academically talented students: A comparative perspective

Frank C. Worrell, Barbara A. Schaefer

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations

Abstract

In this study, teacher ratings of academically talented (AT) students on the Learning Behaviors Scale (LBS) were examined for evidence of reliability and validity in two cohorts attending a summer program. The LBS is a 29-item rating scale assessing learning behaviors related to academic success. Cohort 1 consisted of 387 students and Cohort 2 consisted of 287 students. The AT students' scores were similar to scores of gifted and talented and high-IQ students in the normative sample, and reliability estimates of participants' scores were in the moderate to high range. The scores resulted in factors that were similar to those found in the normative sample, and coefficients of congruence were greater than .85 for two LBS factors across samples. LBS scores predicted achievement after controlling for previous achievement and socioeconomic status. Future research should examine LBS scores in public school settings with identified and referred students.

Original languageEnglish (US)
Pages (from-to)287-308
Number of pages22
JournalGifted Child Quarterly
Volume48
Issue number4
DOIs
StatePublished - 2004

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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