An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.

Detalhes bibliográficos
Autor(a) principal: Matos, Daniel Abud Seabra
Data de Publicação: 2014
Outros Autores: Leite, Walter Lana, Brown, Gavin Thomas Lumsden, Cirino, Sérgio Dias
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFOP
Texto Completo: http://www.repositorio.ufop.br/handle/123456789/5719
http://dx.doi.org/10.1590/S0102-37722014000200012
Resumo: O Teacher Communication Behavior Questionnaire (TCBQ) tem sido usado em níveis de ensino diferentes, em muitos países, com o objetivo de mensurar a percepção dos alunos do comportamento comunicativo do professor de ciências. O TCBQ foi traduzido para o Português de acordo com os padrões de adaptação de testes da ITC. Evidência de validade para a versão brasileira do TCBQ foi obtida com uma amostra de 414 estudantes do ensino médio. A consistência interna do TCBQ foi adequada e um ajuste adequado do modelo fatorial original foi encontrado por meio de análise fatorial confirmatória. Os dados brasileiros apresentaram correlações entre fatores similares, no valor e na direção, às de pesquisas internacionais. Foram encontradas diferenças estatisticamente significantes entre tipo de escola e matéria consistentes com pesquisas anteriores.
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spelling Matos, Daniel Abud SeabraLeite, Walter LanaBrown, Gavin Thomas LumsdenCirino, Sérgio Dias2015-11-03T13:26:33Z2015-11-03T13:26:33Z2014MATOS, D. A. S. et al. An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students. Psicologia: Teoria e Pesquisa, Brasília, v. 30, n. 2, p. 223-234, abr./jun. 2014. Disponível em: <http://www.scielo.br/pdf/ptp/v30n2/12.pdf>. Acesso em: 27 out. 2015.0102-3772http://www.repositorio.ufop.br/handle/123456789/5719http://dx.doi.org/10.1590/S0102-37722014000200012O Teacher Communication Behavior Questionnaire (TCBQ) tem sido usado em níveis de ensino diferentes, em muitos países, com o objetivo de mensurar a percepção dos alunos do comportamento comunicativo do professor de ciências. O TCBQ foi traduzido para o Português de acordo com os padrões de adaptação de testes da ITC. Evidência de validade para a versão brasileira do TCBQ foi obtida com uma amostra de 414 estudantes do ensino médio. A consistência interna do TCBQ foi adequada e um ajuste adequado do modelo fatorial original foi encontrado por meio de análise fatorial confirmatória. Os dados brasileiros apresentaram correlações entre fatores similares, no valor e na direção, às de pesquisas internacionais. Foram encontradas diferenças estatisticamente significantes entre tipo de escola e matéria consistentes com pesquisas anteriores.The Teacher Communication Behavior Questionnaire (TCBQ) has been used at different levels of education in many countries to measure students’ perceptions of their science teachers’ communication behavior. The TCBQ was translated into Portuguese in accordance with ITC test adaptation standards. Validity evidence for the Brazilian version of the TCBQ was obtained with a sample of 414 secondary students. The internal consistency of the TCBQ was satisfactory and an adequate fit of the original factor model was found through confirmatory factor analysis. The Brazilian data exhibited inter-factor correlations similar in value and direction to those of previous international studies. Statistically significant differences were found between school type and subject matter, which is consistent with previous studies.Student perceptionClassroom learning environmentScience educationAn analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleTodo o conteúdo do periódico Psicologia: Teoria e Pesquisa, exceto onde identificado, está sob uma licença Creative Commons que permite copiar, distribuir e transmitir o trabalho em qualquer suporte ou formato desde que sejam citados o autor e o licenciante. Fonte: Psicologia: Teoria e Pesquisa <http://www.scielo.br/scielo.php?script=sci_serial&pid=0102-3772&lng=en&nrm=iso>. 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dc.title.pt_BR.fl_str_mv An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
title An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
spellingShingle An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
Matos, Daniel Abud Seabra
Student perception
Classroom learning environment
Science education
title_short An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
title_full An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
title_fullStr An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
title_full_unstemmed An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
title_sort An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students.
author Matos, Daniel Abud Seabra
author_facet Matos, Daniel Abud Seabra
Leite, Walter Lana
Brown, Gavin Thomas Lumsden
Cirino, Sérgio Dias
author_role author
author2 Leite, Walter Lana
Brown, Gavin Thomas Lumsden
Cirino, Sérgio Dias
author2_role author
author
author
dc.contributor.author.fl_str_mv Matos, Daniel Abud Seabra
Leite, Walter Lana
Brown, Gavin Thomas Lumsden
Cirino, Sérgio Dias
dc.subject.por.fl_str_mv Student perception
Classroom learning environment
Science education
topic Student perception
Classroom learning environment
Science education
description O Teacher Communication Behavior Questionnaire (TCBQ) tem sido usado em níveis de ensino diferentes, em muitos países, com o objetivo de mensurar a percepção dos alunos do comportamento comunicativo do professor de ciências. O TCBQ foi traduzido para o Português de acordo com os padrões de adaptação de testes da ITC. Evidência de validade para a versão brasileira do TCBQ foi obtida com uma amostra de 414 estudantes do ensino médio. A consistência interna do TCBQ foi adequada e um ajuste adequado do modelo fatorial original foi encontrado por meio de análise fatorial confirmatória. Os dados brasileiros apresentaram correlações entre fatores similares, no valor e na direção, às de pesquisas internacionais. Foram encontradas diferenças estatisticamente significantes entre tipo de escola e matéria consistentes com pesquisas anteriores.
publishDate 2014
dc.date.issued.fl_str_mv 2014
dc.date.accessioned.fl_str_mv 2015-11-03T13:26:33Z
dc.date.available.fl_str_mv 2015-11-03T13:26:33Z
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dc.identifier.citation.fl_str_mv MATOS, D. A. S. et al. An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students. Psicologia: Teoria e Pesquisa, Brasília, v. 30, n. 2, p. 223-234, abr./jun. 2014. Disponível em: <http://www.scielo.br/pdf/ptp/v30n2/12.pdf>. Acesso em: 27 out. 2015.
dc.identifier.uri.fl_str_mv http://www.repositorio.ufop.br/handle/123456789/5719
dc.identifier.issn.none.fl_str_mv 0102-3772
dc.identifier.doi.none.fl_str_mv http://dx.doi.org/10.1590/S0102-37722014000200012
identifier_str_mv MATOS, D. A. S. et al. An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students. Psicologia: Teoria e Pesquisa, Brasília, v. 30, n. 2, p. 223-234, abr./jun. 2014. Disponível em: <http://www.scielo.br/pdf/ptp/v30n2/12.pdf>. Acesso em: 27 out. 2015.
0102-3772
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