Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior

Autor/inn/en	Pössel, Patrick; Moritz Rudasill, Kathleen; Adelson, Jill L.; Bjerg, Annie C.; Wooldridge, Don T.; Black, Stephanie Winkeljohn
Titel	Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior
Quelle	In: International Journal of Emotional Education, 5 (2013) 2, S.5-30 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7629
Schlagwörter	Teacher Behavior; Well Being; Teacher Student Relationship; Factor Structure; Student Attitudes; Measures (Individuals); Correlation; Construct Validity; Questionnaires; Psychometrics; Grade 9; High School Students; Item Analysis; Factor Analysis; Statistical Analysis; Secondary School Teachers + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Faktorenstruktur; Schülerverhalten; Messdaten; Korrelation; Fragebogen; Psychometry; Psychometrie; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Itemanalyse; Faktorenanalyse; Statistische Analyse
Abstract	Teaching behavior has important implications for students' emotional well-being. Multiple models suggest students' perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students' perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students' well-being. Construct validity and internal consistency for the 37-item Teaching Behavior Questionnaire (TBQ-S), composed of instructional, negative teaching, socio-emotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822). The factor structure was stable across both samples and internal consistencies ranged from 0.77 to 0.97. Results indicated student-ratings of teaching behavior were associated with positive and negative affect in students. (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/cres/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01