Development Of Learning Strategies Scale For 4～6 Grades

Objective: 1.The Learning Strategies Scale(LSS) for 4～6 Grades wasdeveloped. The Items were analyzed, and the reliability and validity weretested. The purpose of the study was to provide a measurement for learningstrategies evaluation and developmental consultation of the pupils, and forthe clinic diagnosis and curriculum reform. 2.To explore the structure of thelearning strategies using by the pupils.Method: The LSS's development was based on theoretical andexperiential strategies. The primary structure and content of the scale wereproposed by drawing forefather's study, interviewing teachers and surveyingstudents with open-end questionnaire. The structure of the scale wasconfirmed after testing and selecting items for 3 times, then the formal scalewas developed. Adopted the samples in proportion to. the hierarchy inChangsha and Hengyang. Formal samples consist of 973 pupils from 6primary schools, who came from urban, town and countryside. In addition, 80subjects was retested after 14 days.256 subjects did the sense of learningstrategies test, and 91 subjects' academic performances were collected. TheLSS's items, reliabilities and validities were tested by various measurementmethods.Result: 1.The LSS for 4～6 Grades is composed of 10 subscales with 53items. 2. Item Analysis: the difficulties of items ranges from 0.64 to 0.69,and 83.02％items are higher than 0.70.The item-total correlations rangesfrom 0.23 to 0.63 are very significant. And the Critical Ratios (CR) are alsoquite significant between upper 27％and lower 27％. 3. Reliability: theCronbach'sαcoefficient of the scale is 0.93, and the Split-half coefficientof the scale is 0.91. The test-retest reliability is 0.47. 4. Validity: thecorrelations between subscales and scale ranges from 0.65 to 0.77, which arehigher than those between subscales. The Confirmatory factor analysisindicates that the scale consists of 10 factors: Rehearsal Strategies, Elaboration Strategies, Organization Strategies, Planning and MonitoringStrategies, Regulating Strategies, Help-Seeking Strategies, TimeManagement Strategies, Attention and Work-Hard Strategies, Test Anxietyand Motivation Strategies. The scores of scale and some subscales havedifferences among schools, grades and in gender. The correlations betweenthe scores and the sense of learning strategies test scores ranges from 0.46 to0.73 for 3 grades, and the correlations between the scores and academicperformances is 0.35 for grade 5 students, both arrived at significant level.The upper-lower performances students (upper 27％and lower 27％)alsohave significant differences in the scale and subscales scores.Conclusion:1.The structure of the scale is reasonable. 2.The difficultyof those items is rational and the discrimination is fine. 3.Various reliabilitytesting reached the basic demand of measurement standards. 4.The contentvalidity, concurrent validity, and the construct validity are good.