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Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior: The Learning-to-Learn Scales

Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to mitigate these shortcomings. Exploratory factoring of teachers’ ordered categorical ratings of 1,000 Head Start children uncovered seven dimensions: Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Vocal Engagement in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. Confirmatory analysis with an independent sample of 980 children supported the dimensionality, and full-information bifactor analyses revealed coexisting general and specific dimensions. Multilevel longitudinal study of item response theory—derived scores highlighted growth sensitivity, and multilevel logistic modeling indicated that the phenomena underlying Learning-to-Learn Scales dimensions afford substantial protective agency against future deficits in cognitive achievement.