Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior

Autor/inn/en	Carter, Lauren M.; Williford, Amanda P.; LoCasale-Crouch, Jennifer
Titel	Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior
Quelle	In: Early Education and Development, 25 (2014) 7, S.949-972 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.898358
Schlagwörter	Test Validity; Test Reliability; Behavior Problems; Preschool Teachers; Preschool Children; Attribution Theory; Beliefs; Self Efficacy; Student Behavior; Causal Models; Factor Analysis; Teacher Student Relationship; Correlation; Teacher Behavior; Teaching Methods; Teacher Characteristics; Student Characteristics; Rating Scales; Statistical Analysis; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Testvalidität; Testreliabilität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Kausalanalyse; Faktorenanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Statistische Analyse
Abstract	Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics, beliefs, self-efficacy, child behavior, and the quality of the teacher-child relationship with selected children. Confirmatory factor analysis demonstrated that the hypothesized 2-factor model fit significantly better than a 1-factor model, with the 2 factors being Causal and Responsibility. The resulting Causal and Responsibility subscale scores had solid internal consistency as measured by Cronbach's alpha coefficients. Significant bivariate and partial correlations with teacher practices and beliefs provided preliminary support for the measure's construct validity. Practice or Policy: Findings from this study suggest the importance of including a measure of teacher attributions in studies that explore teachers' beliefs, practices, and relationships with children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10