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: por
eng
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17645
Resumo: The Teacher Communication Behavior Questionnaire (TCBQ) has been used atdifferent levels of education in many countries. The TCBQ measures students’perceptions of science teachers’ communication behavior and 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 adequate, and 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 previous international studies. We found statistically significant differences between school type and subject matter that were consistent with previous studies.
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spelling An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science StudentsUma Análise da Estrutura Fatorial do Teacher Communication Behavior Questionnaire com Alunos Brasileiros de Ciências no Ensino MédioPercepção do estudanteAmbiente de aprendizagem da sala de aulaCiênciasStudent perceptionClassroom learning environmentScience educationThe Teacher Communication Behavior Questionnaire (TCBQ) has been used atdifferent levels of education in many countries. The TCBQ measures students’perceptions of science teachers’ communication behavior and 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 adequate, and 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 previous international studies. We found statistically significant differences between school type and subject matter that were consistent with previous studies.O Teacher Communication Behavior Questionnaire (TCBQ) tem sido usado em níveis de ensino diferentes, emmuitos 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 paraa versão brasileira do TCBQ foi obtida com uma amostra de 414 estudantes do ensino médio. A consistência interna do TCBQfoi adequada e um ajuste adequado do modelo fatorial original foi encontrado por meio de análise fatorial confirmatória. Osdados brasileiros apresentaram correlações entre fatores similares, no valor e na direção, às de pesquisas internacionais. Foramencontradas diferenças estatisticamente significantes entre tipo de escola e matéria consistentes com pesquisas anteriores.Instituto de Psicologia - Universidade de Brasília2014-07-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17645Psicologia: Teoria e Pesquisa; Vol. 30 No. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234Psicologia: Teoria e Pesquisa; Vol. 30 Núm. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234Psicologia: Teoria e Pesquisa; Vol. 30 No. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234Psicologia: Teoria e Pesquisa; v. 30 n. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-2341806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporenghttps://periodicos.unb.br/index.php/revistaptp/article/view/17645/16157https://periodicos.unb.br/index.php/revistaptp/article/view/17645/17022Matos, Daniel Abud SeabraLeite, Walter LanaBrown, Gavin Thomas LumsdenCirino, Sérgio Diasinfo:eu-repo/semantics/openAccess2018-10-26T18:54:12Zoai:ojs.pkp.sfu.ca:article/17645Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-26T18:54:12Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students
Uma Análise da Estrutura Fatorial do Teacher Communication Behavior Questionnaire com Alunos Brasileiros de Ciências no Ensino Médio
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
Percepção do estudante
Ambiente de aprendizagem da sala de aula
Ciências
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 Percepção do estudante
Ambiente de aprendizagem da sala de aula
Ciências
Student perception
Classroom learning environment
Science education
topic Percepção do estudante
Ambiente de aprendizagem da sala de aula
Ciências
Student perception
Classroom learning environment
Science education
description The Teacher Communication Behavior Questionnaire (TCBQ) has been used atdifferent levels of education in many countries. The TCBQ measures students’perceptions of science teachers’ communication behavior and 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 adequate, and 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 previous international studies. We found statistically significant differences between school type and subject matter that were consistent with previous studies.
publishDate 2014
dc.date.none.fl_str_mv 2014-07-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17645
url https://periodicos.unb.br/index.php/revistaptp/article/view/17645
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17645/16157
https://periodicos.unb.br/index.php/revistaptp/article/view/17645/17022
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 30 No. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234
Psicologia: Teoria e Pesquisa; Vol. 30 Núm. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234
Psicologia: Teoria e Pesquisa; Vol. 30 No. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234
Psicologia: Teoria e Pesquisa; v. 30 n. 2 (2014): Revista Psicologia: teoria e pesquisa; 223-234
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
_version_ 1800211712727580672

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