Learning Behaviors Scale and Canadian Youths: Factorial Validity Generalization and Comparisons to the U.S. Standardization Sample

Autor/inn/en	Canivez, Gary L.; Beran, Tanya N.
Titel	Learning Behaviors Scale and Canadian Youths: Factorial Validity Generalization and Comparisons to the U.S. Standardization Sample
Quelle	In: Canadian Journal of School Psychology, 26 (2011) 3, S.193-208 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573511416440
Schlagwörter	Factor Structure; Measures (Individuals); Factor Analysis; Raw Scores; Generalization; Cognitive Style; Foreign Countries; Comparative Analysis; Validity; Elementary School Students; Secondary School Students; Canada + Suchen Sie Ihr Suchwort? Faktorenstruktur; Messdaten; Faktorenanalyse; Cognitive styles; Kognitiver Stil; Ausland; Gültigkeit; Sekundarschüler; Kanada
Abstract	The factor structure of the Learning Behaviors Scale (LBS) was examined with a sample of 393 randomly selected Canadian youths in a large western city. An identical four-factor structure was observed for the Canadian sample as was obtained in the standardization sample of U.S. youths and with another American sample. Principal axis exploratory factor analysis with equamax rotations produced factor structure coefficients that were very similar to those from the standardization sample, and factor invariance estimates corresponded to estimates from the standardization sample. Also, LBS raw scores from the Canadian sample did not meaningfully differ from the U.S. standardization sample raw scores. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10