An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students
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Data de Publicação: | 2014 |
Outros Autores: | , , |
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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Psicologia (Universidade de Brasília. Online) |
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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, Ã s 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 |