Measurement limitations have hindered research on learned helplessness (LH) and mastery orientation (MO) in the classroom. We reduced the 24-item Student Behavior Checklist to a 6-item scale and tested the abbreviated measure for evidence of reliability and validity in a sample of 5^th and 6^th graders (N = 299). We then replicated findings in an independent sample of middle school students (N = 116). Results demonstrated strong support for construct validity of the Student Behavior Checklist-Brief (SBC-B), including a hierarchical two-factor structure indicating the distinctness of LH and MO and an overarching construct, which we refer to as learning approach. Results also demonstrated consistent evidence supporting criterion and convergent/discriminant validity, internal consistency reliability, and temporal stability. The SBC-B offers a psychometrically sound teacher-report measure of LH and MO.

测量的局限性阻碍了课堂上学习无助感（LH）和精通取向（MO）的研究。我们减少了24项学生行为量表至6项量表和测试的5的样品中为的可靠性和有效性的证据缩写量度^个和6^个平地机（Ñ = 299）。然后，我们在一个独立的中学生样本中复制了发现（N = 116）。结果证明了对学生行为清单简表（SBC-B）的结构效度的有力支持，包括表明LH和MO的独特性的分层两因素结构和总体结构，我们将其称为学习方法。结果还证明了一致的证据支持标准和收敛/判别效度，内部一致性可靠性和时间稳定性。SBC-B提供了心理上合理的教师报告LH和MO量度。