Psychometric Properties and Factor Structure of the Greek Version of the Preschool Learning Behavior Scale

Autor/inn/en	Penderi, Efthymia; Petrogiannis, Konstantinos; McDermott, Paul
Titel	Psychometric Properties and Factor Structure of the Greek Version of the Preschool Learning Behavior Scale
Quelle	In: International Journal of School & Educational Psychology, 2 (2014) 4, S.271-282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2014.895462
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Kindergarten; Behavior Rating Scales; Psychometrics; Factor Structure; Student Evaluation; Student Motivation; Learner Engagement; Novelty (Stimulus Dimension); Emotional Response; Attention; Learning Activities; Statistical Analysis; Learning Processes; Learning Experience; Measurement; Greece + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Psychometry; Psychometrie; Faktorenstruktur; Schulnote; Studentische Bewertung; Schulische Motivation; Emotionales Verhalten; Aufmerksamkeit; Lernaktivität; Statistische Analyse; Learning process; Lernprozess; Lernerfahrung; Messverfahren; Griechenland
Abstract	New developments in the kindergartens in Greece have necessitated the availability of assessment tools that cover a wide range of children's skills and competencies that are related to the promotion of children's learning and development. The present study focuses on children's approaches to learning and aims to provide evidence for the Greek form of the Preschool Learning Behaviors Scale as a promising assessment tool for the Greek preschoolers. A nationally stratified sample of 398 boys and girls attending kindergarten classes provided data for the factor structure of the instrument. Two reliable and valid factors emerged describing children's motivation, determination to engage and persist in learning activities, as well as their responses toward novelty and frustration with an emphasis on attention. Upon identifying children's strengths and weaknesses when participating in learning activities, teachers could organize rich and challenging learning environments in the classroom, and design activities and intervention programs to foster children's adaptive behavior and promote later school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01