Validation of the Korean Version of the Learning-To-Learn Scales (K-LTLS)

Abstract

Objectives: This study investigated the validity and reliability of the Learning-To-Learn Scales (LTLS) for its use in Korea. The LTLS is a seven-factor, 48-item tool for assessing the learning behaviors of preschool children. All items are rated on a 3-point Likert assessment, and teachers select from “Most often applies,” “Sometimes applies,” and “Does not apply” based on what best describes the child’s typical learning behavior.Methods: The subjects in this study were 1,396 children (3-5 years old) who were evaluated by 585 teachers living in Seoul Metropolitan City, Busan Metropolitan City, Gwangju Metropolitan City, Gangwon Province, and Gyeonggi Province. The subjects were randomly divided into an exploratory (<i>n</i> = 681) and confirmatory subsample (<i>n</i> = 715).Results: Forty-eight items of the LTLS were double-translated and revised. Exploratory factor analysis uncovered six factors of the Korean version of the Learning-To-Learn Scales (K-LTLS), and salience was found for 43 of the 48 items. Confirmatory factor analysis of the 43 items supported a 6-factor model comprising Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. The six factors of the K-LTLS demonstrated criterion-related validity based on the assessment of School Readiness and proper internal consistency reliability. The analysis of differences in children’s learning behaviors based on their sex and age revealed that girls were more likely to exhibit higher learning behavior scores than boys. Additionally, 4- and 5-year-old children tended to display higher learning behavior scores than 3-year-old children.Conclusion: The K-LTLS can be an appropriate scale for assessing the learning behavior of Korean young children.