This study used a quantitative research method to administer a questionnaire to 719 undergraduate students from three Chinese universities based on Tinto's dropout theory. The study tested the reliability and validity of the Chinese version of the Learning Persistence Scale (LPS). The results demonstrated that the exploratory factor analysis extracted 5 main factors and retained 20 entries, explaining 65.453% of the variance cumulatively. Each index of the validating factor numerator reached the desired value and the model fit was good. The total scale's Cronbach's alpha coefficient was 0.903, and the folded reliability levels were found to be between 0.794 and 0.882. CONCLUSION: The Chinese version of the Learning Persistence Scale shows high levels of both reliability and validity, is suitable for evaluating and measuring learning persistence among Chinese undergraduate students, and can be used to understand Chinese undergraduate students' learning persistence behaviors to improve undergraduate students' learning persistence and academic achievement.
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