Development Of Learning Adaptability Scales For Pupils

Objective:Learning adaptability directly not only affects the efficiency and quality of students'learning but also is a common psychological problem about study for primary school pupils. Different times, students will have different Learning adaptability characteristics, This study prepares for an specific Learning adaptability scale for the present era of primary school pupilsMethod:In this study, constructing a theoretical models on primary school students'learning adaptability test is based on the literature review and the open-ended questionnaire survey for primary school students and teachers, then refering to the similar scales to develop a " Learning Adaptability Scale For Pupils " of the evaluation system. Through many statistical analyses such as item analysis, exploratory factor analysis, confirmatory factor analysis and multiple project selection and structural adjustment,. at last,we get the Learning adaptability scales'items and dimension,at the same time,we get the reliability and validity of the scale.Results:1.The Learning Adaptability Scale For Pupils is of composed of learning self-efficacy, learning strategies, learning habits, learning difficulties, learning pressures, learning willpower, autonomic learning-seven subscals, with 50 items 2. the difficulties of items range from 0.58 to 0.88, with 98% of The item-total correlations of more than 0.3.3. Cronbach's coefficient of the scale is 0.94, and the Split-half coefficient Of the scale is 0.93, test-retest reliability was 0.84.4. Correlations between subscales and scale range from 0.63 to 0.83, and between the scores and ATT range from 0.59 to 0.85.and between the scores and academic performances range from 0.44 to 0.75.achievement between students grouped according to performance level differences in test points.5. The scores of scale and subscales are different in gender, but are not different in grades and schools Adaptive sex differences in learning, but there is no difference in grades and school types.Conclusion:1. The structure of the scale is reasonable.2. The difficulty of those items is rational and the discrimination is fine. 3. Various reliability tests reach the basic demand of measurement standards.4. The reliability and validity of the scale are good.