儿童对教师反馈的感知:一种量表的葡萄牙语验证

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-08-23 DOI:10.1080/21683603.2023.2243854

Márcia Laranjeira, M. Teixeira

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引用次数: 0

摘要

摘要本研究旨在以628名三、四年级儿童为样本，验证葡萄牙语版教师反馈量表(TFS)的有效性。教师的反馈是儿童发展的一个关键因素，对学生的动机和学习有影响。它提供关于儿童学习成绩和学习能力的日常认知和情感信息。探索性因子分析(EFA)和后续的验证性因子分析(CFA)结果表明，TFS由表扬、阅读能力-努力、数学能力-努力、一般负反馈和特定负反馈五个分量表组成。测量表明，良好的可靠性估计和因素负荷在性别之间是不变的。预测效度的证据是通过性别差异和反馈与儿童能力感知的关联来提出的。讨论了该措施在教育环境和研究中的潜力。

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Children’s perceptions of teacher feedback: Portuguese validation of a scale

ABSTRACT This research aims to validate the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 628 children from third and fourth grade. Teacher feedback is a crucial factor in child development, with an impact in students’ motivation and learning. It provides daily cognitive and emotional information about children’s academic performance and their abilities as learners. The results of exploratory factor analysis (EFA) and subsequent confirmatory factor analysis (CFA) indicated that the TFS consists of five subscales: praise, ability-effort in reading, ability-effort in math, general negative feedback and specific negative feedback. The measure shows that good reliability estimates and factor loadings were invariant across gender. Evidence of predictive validity is presented through gender differences and associations of feedback with children's competence perceptions. The potential of the measure in educational settings and research is discussed.

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.