Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Gifted Child Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Worrell, F. C.
Right arrow Articles by Schaefer, B. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Reliability and Validity of Learning Behaviors Scale (LBS) Scores With Academically Talented Students: A Comparative Perspective

Frank C. Worrell

University of California, Berkeley

Barbara A. Schaefer

The Pennsylvania State University

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.

Gifted Child Quarterly, Vol. 48, No. 4, 287-308 (2004)
DOI: 10.1177/001698620404800404
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational and Psychological MeasurementHome page
Huijun Li, D. Lee, S. I. Pfeiffer, and Y. Petscher
Parent Ratings Using the Chinese Version of the Parent Gifted Rating Scales-School Form Reliability and Validity for Chinese Students
Educational and Psychological Measurement, August 1, 2008; 68(4): 659 - 675.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
F. C. Worrell
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents
Gifted Child Quarterly, January 1, 2007; 51(1): 23 - 38.
[Abstract] [PDF]