Instructor strictness: instrument development and validation

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-07-18 DOI:10.1080/03634523.2022.2096246

T. Frey, Nicholas T. Tatum

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引用次数: 1

Abstract

ABSTRACT Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlying factor structures comprised by the patterns of strictness identified in study 1 through a series of exploratory factor analyses. Study 3 (n = 528) establishes factorial validity of each new measure through confirmatory factor analyses. Studies 2 and 3 also provide evidence for convergent and concurrent validity between the newly formed measures of evaluative, regulatory, and interactive strictness and relevant variables within the nomological network, including the Questionnaire on Teacher Interaction (QTI) strictness inventory, the QTI admonishing behavior inventory, instructor caring, and cognitive flexibility. The research provides a roadmap to investigate how instructors who enforce classroom rules or demonstrate inflexibility may influence instructional outcomes in nuanced ways. The theoretical and practical implications of the new measures for instructional communication research, as well as future directions, are discussed.

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教员严格:仪器开发和验证

三项研究(N = 1,346)详细介绍了三种理论基础仪器的发展，这些仪器可用于指导教师的严格操作。使用开放式问卷数据(n = 427)，研究1归纳得出了学生认为严格的教师行为的理解。这些行为模式被浓缩成一个综合的项目池，用来测量相关的构式。研究2 (n = 391)通过一系列探索性因素分析来评估研究1中确定的严格模式所构成的潜在因素结构。研究3 (n = 528)通过验证性因子分析建立了每个新测量的析因效度。研究2和研究3还提供了新形成的评估性、监管性和互动性严格性指标与规定性网络中的相关变量(包括教师互动严格性问卷、教师互动规定性行为问卷、教师关怀和认知灵活性)之间的趋同效度和并行效度的证据。这项研究提供了一个路线图，以调查那些执行课堂规则或表现出缺乏灵活性的教师如何以微妙的方式影响教学结果。讨论了教学交际研究新措施的理论和实践意义，以及未来的发展方向。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues