Exploratory Factor Analysis of the Human Behavior Rating Scale: A Rural Population

Abstract

The construct validity of Eaves' Human Behavior Rating Scale (HBRS) was investigated. The HBRS is a scale with 91 Likert-type items designed to measure five factors: arousal (persistence and curiosity), affect (externalizing and internalizing), and cognition. Forty-four teachers of Grades 6, 7, and 8 from two low socioeconomic and rural southern counties completed the HBRS for 320 of their students. Three parcels were submitted for analysis for each of the five dimensions. A five-factor, then a two-factor, solution were analyzed using exploratory factor analysis. A principal-axis factor analysis was employed and an oblique promax rotation was applied. The results supported the five-factor solution with 90.2% of the total variance accounted for when compared to the two-factor solution which recovered 73.4% of the total variance. Intercorrelations between factors ranged from .15 to .76 for the five-factor solution.

The Human Behavior Rating Scale–Brief: A Tool to Measure 21 Century Skills of K–12 Learners

“…Eaves, in accordance with other theorists, defi ned persistence behaviors as continued, undeterred, and sustained action invested to achieve a goal or directive even in the face of adversity (Lindsley, 1958;Eaves, 1993Eaves, , 2002Peterson & Seligman, 2004 ;Woods-Groves, et al ., 2011). Eaves (1993Eaves ( , 2002 defi ned curiosity as novelty-seeking behaviors, exploration behaviors, and a sustained interest in continuous learning or investigating stimuli.…”

“…All coefficient αs met or exceeded Salvia, Ysseldyke, & Bolt's (2010 ) criterion of .60 for reliability coeffi cients for research instruments. An investigation of the construct validity of the HBRS conducted by Woods-Groves, et al . (2011 ) supported the fi ve-factor structure with middle school students.…”

“…The HBRS was developed by Eaves (2002 ) and was based upon his integrated theory of human development. Eaves's (1993 ) theory described a neurologically-based interrelated system where persistence and curiosity are mitigated through arousal [i.e., the reticular activating system (RAS) located in the brainstem which controls waking, sleep, and "general arousal"] and serve to infl uence the limbic system (i.e., affective system) and the prefrontal cortex (i.e., cognition; Lindsley, 1958;Gray 1987;Williams, Eaves, & Cox, 2002 ;LeDoux, 2003;Kolb & Whishaw, 2009, p. 68;Woods-Groves, Eaves, & Williams, 2011 ).…”

“…Eaves' theory posited that K-12th grade students' arousal behaviors such as persistence and curiosity are readily invested and infl uence their aff ective and cognitive behaviors. Eaves further asserted that individuals who exhibit signifi cantly lower persistence and curiosity behaviors would in turn exhibit signifi cantly lower academic performances and/or higher rates of behavioral problems when compared to their peers (Eaves, 1993 ;Woods-Groves, Eaves, & Williams, 2009 ;Woods-Groves, et al ., 2011 ).…”