The Teacher Behaviors Inventory: Internal Structure, Reliability, and Criterion Relations with Boredom, Enjoyment, Task Value, Self- Efficacy and Attention
Keywords:
Teacher behavior, psychometric properties, achievement emotion, task value, self-efficacy, attentionAbstract
The assessment of the psychometric properties of Teacher Behaviors Inventory (Murray, 1983) was conducted to a sample of university students (N = 772) from Argentina. Evidence was provided of the instrument's internal structure applying exploratory factor analysis. Internal consistency was assessed by Cronbach α's coefficient. Evidence for the validity test- criterion through bivariate correlations and multiple regressions with the variables boredom, enjoyment, task value, self-efficacy and attention was provided. A final version of the instrument was demonstrated, it consists of 36 items, divided into six factors. The reliability of the instrument presented satisfactory results for all scales (α = .65 and between α = .84). The factor illustration / interaction has a higher predictive value for the criterion variables, the remaining factors had significantly lower results than expected and do not coincide in all cases with the results of the bivariate correlations. Its psychometric properties show acceptable levels of reliability and internal structure, which means that measurements of inventory in the local environment are valid and reliable for assessing teachers’ behaviors. In addition, significant data on how teachers’ behaviors in the classroom influence students' emotions (boredom and enjoyment), task value, self-efficacy and care were provided.Downloads
References
Ahmed, W., Minnaert, A., van der Werf, G., & Kuyper, H. (2010). Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions. Journal of Youth and Adolescence, 39(1), 36-46. doi: 10.1007/s10964- 008-9367-7
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviors predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278
Babad, E. (2007). Teachers’ Nonverbal Behavior and its Effects on Students. The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, 201- 261.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41(1), 77-86.
Beecher, D. E. (1956). The teaching evaluation record. Educators Publishing Company.
Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A. (1992). Teacher enthusiasm in learning disabilities classrooms: Effects on learning and behavior. Learning Disabilities Research & Practice, 7, 68-73.
Capie, W., Anderson, S. J., Johnson, C. E., & Ellett, C. D. (1980). Teacher performance assessment instruments: Teaching plans and materials, interpersonal skills, professional standards, student perceptions. Athens, GA: Georgia Department of Education, Teacher Assessment Project, University of Georgia.
Conti, G. J. (1979). Principles of adult learning scale. Paper presented at the Adult Education Research Conference, Ann Arbor, MI. ERIC, ED179713.
Cook, S. S. (1989). Improving the quality of student ratings of instruction: A look at two strategies. Research in Higher Education, 30(1), 31-45.
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81(3), 421–440. doi: 10.1348/000709910X526038
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22–30.
Erdle, S., & Murray, H. G. (1986). Interfaculty differences in classroom teaching behaviors and their relationship to student instructional ratings. Research in Higher Education, 24(2), 115-127.
Federici, R. A., & Skaalvik, E. M. (2014). Students' perceptions of emotional and instrumental teacher support: Relations with motivational and emotional responses. International Education Studies, 7(1), 21-36. http://dx.doi.org/10.5539/ies.v7n1p21
Feldman, K. A. (1976). The superior college teacher from the students' view. Research in Higher Education, 5(3), 243-288.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of educational psychology, 101(3), 705-716.
Frenzel, A., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classroom. Learning and Instruction, 17, 478-493.
Goetz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schülern im Fach mathematik [Students` emotions and self-regulted learning in mathematics]. Muenchen: Utz.
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75(1), 5-29.
Goetz, T., Hall, N., Frenzel, A., & Pekrun, R. (2006b). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338.
Goetz, T., Lüdtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: investigating differences across domains. Contemporary Educational Psychology, 38(4), 383-394.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social- cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction. British Journal of Educational Psychology, 76(2), 289- 308.
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school performance: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 53, 508-517.
Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1994). Emotional contagion. New York, NY: Cambridge University Press.
Hattie, J. (2009). Visible learning: A synthesis of meta-analyses relating to achievement. London: Routledge.
Hill, A. B., & Perkins, R. E. (1985). Towards a Model of Boredom. British Journal of Psychology, 76, 235-40.
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting Interest and Performance in High School Science Classes. Science, 326, 1409-1412.
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880–895.
Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231- 251.
Lee Johnson, M., & Sinatra, G. M. (2013). Use of task-value instructional inductions for facilitating engagement and conceptual change. Contemporary Educational Psychology, 38, 51-63.
Leung, K. K., Lue, B. H., & Lee, M. B. (2003). Development of a teaching style inventory for tutor evaluation in problem‐based learning. Medical Education, 37(5), 410-416.
Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design. Policy Insights from the Behavioral and Brain Sciences, 1-9. doi:10.1177/2372732216644450
Loewenthal, K. M . (2001). An introduction to psychological tests and scales. London: Psychology Press.
Lohrmann, K. (2008). Langeweile im Unterricht [Boredom in class]. Münster u.a.: Waxmann.
López-Barajas, D., & Carrascosa, J. (2005). La evaluación de la docencia universitaria. Dimensiones y variables más relevantes. Revista de Investigación Educativa, 23(1), 57-84.
Marsh, H. W. (1984). Student´s Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases, and Utility. Journal of Educational Psychology, 76(5), 707-754.
Marsh, H. W. (1987). Student ´s evaluation of university teaching: research findings. Methodological issues and directions for future research. International Journal of Educational Research, 11(3), 253-288.
Marsh, H. W., & Bailey, M. (1993). Multidimensional students' evaluations of teaching effectiveness: A profile analysis. Journal of Higher Education, 64(1), 1-18.
Mottet, T. P., & Beebe, S. A. (2002). Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning. Communication Research Reports, 19(1), 77-88.
Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75(1), 138-149.
Murray, H. G. (1985). Classroom teaching behaviors related to college teaching effectiveness. New directions for teaching and learning, 23, 21-34.
Murray, H. G. (1991). Effective teaching behaviors in the college classroom. Higher education: Handbook of theory and research, 7, 135-172.
Murray, H. G. (1997). Does evaluation of teaching lead to improvement of teaching?. The International Journal for Academic Development, 2(1), 20-41.
Murray, H. G. (1999). Low-inference teaching behaviors and college teaching effectiveness: Recent developments and controversies. Higher education: handbook of theory and research, 15, 239-272.
Murray, H. G., & Lawrence, C. (1980). Speech and drama training for lecturers as a means of improving university teaching. Research in Higher Education, 13, 73-90.
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education (pp. 120- 141). New York: Taylor & Francis.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
Praetorius, A. K., Lenske, G., & Helmke, A. (2012). Observer ratings of instructional quality: Do they fulfill what they promise? Learning and Instruction, 22(6), 387-400.
Pratt, D. D., Collins, J. B., & Selinger, S. J. (2001, April). Development and use of the Teaching Perspectives Inventory (TPI). In Unpublished paper presented at the 2001 AERA annual conference, Seattle Washington.
Robinson, W. P. (1975). Boredom at school. British Journal of Educational Psychology, 45(2), 141-152.
Rosenshine, B., & Furst, N. (1971). Research on teacher performance criteria. Research in teacher education, 37-72.
Sánchez Rosas, J. (2015). The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores. Evaluar, 15, 41-74.
Sánchez Rosas, J., & Esquivel, S. (under review). Instructional teaching quality, control-value appraisals, and boredom: A model of attention in class.
Sánchez-Rosas, J., Takaya, P. B., & Molinari, A. V. (2016). The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class. Pensando Psicología, 12(19), 39-53. doi: http://dx.doi.org/10.16925/ pe.v12i19.1327
Sánchez-Rosas, J., Takaya, P. B., & Molinari, A. V. (in press). Atención en clase: rol predictivo del comportamiento docente, valor de la tarea, autoeficacia, disfrute y vergüenza. Psiencia. Revista Latinoamericana de Ciencia Psicológica.
Smart, J. B. (2014). A mixed methods study of the relationship between student perceptions of teacher-student interactions and motivation in middle level science. Research in Middle Level Education, 38(4), 1-19. doi: 10.1080/19404476.2014.11462117
Smith (1977). College Classroom Interactions and Critical Thinking. Journal of Educational Psychology, 69, 180-190.
Vélez, J. J., & Cano, J. (2012). Instructor verbal and nonverbal immediacy and the relationship with student self-efficacy and task value motivation. Journal of Agricultural Education, 53(2), 87-98. doi: 10.5032/jae.2012.02087
Wagner, W., Göllner, R., Helmke, A., Trautwein, U., & Lüdtke, O. (2013). Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domain-independent assessments. Learning and Instruction, 28, 1-11.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
