An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students
Keywords:
Student perception, Classroom learning environment, Science educationAbstract
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.
Downloads
Download data is not yet available.
References
American Educational Research Association, American
Psychological Association, & National Council on
Measurement in Education (1999). Standards for educational
and psychological testing. Washington, DC: American
Educational Research Association.
Brown, G. T. L. (2004). Measuring attitude with positively packed
self-report ratings: Comparison of agreement and frequency
scales. Psychological Reports, 94(3), 1015-1024.
Byrne, B. M., & Watkins, D. (2003). The issue of measurement
invariance revisited. Journal of Cross-Cultural Psychology,
34(2), 155-175.
Chen, H., Chang, W., & Chang, H. (2002). Different gender
students’ perceptions of classroom climate in a trial of a
teacher developed interdisciplinary module. Proceedings of
the National Science Council, Republic of China - Part D:
Mathematics, Science and Technology Education, 12(3), 79-90.
Cirillo, M., & Herbel-Eisenmann, B. (2006). Teacher communication
behavior in the mathematics classroom. In S. Alatorre, J. L.
Cortina, M. Sáiz, & A. Méndez (Eds.), Annual Meeting of the
North American Chapter of the International Group for the
Psychology of Mathematics Education: Vol. 2. (pp. 497-498).
Mérida, México: Universidad Pedagógica Nacional.
Dorman, J. (2002). Classroom environment research: Progress and
possibilities. Queensland Journal of Educational Research,
18(2), 112-14.
Fagot, B. (1981). Male and female teachers: Do they treat boys and
girls differently? Sex Roles, 7(3), 263-271.
Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model
misspecification and model types. Multivariate Behavioral
Research, 42(3), 509-529.
Fraser, B. J. (2002). Learning environments research: Yesterday,
today and tomorrow. In S. C. Goh & M. S. Khine (Eds.),
Studies in educational learning environments: An international
perspective (pp. 1-26). River Edge, NJ: World Scientific.
Fraser, B. J., Giddings, G. J., & McRobbie, C. R. (1995). Evolution
and validation of a personal form of an instrument for assessing
science laboratory classroom environments. Journal of
Research in Science Teaching, 32(4), 399-422.
Frumkin, L. (2006). Does increasing communication through
visual learning environments enhance student perceptions of
lecturers? International Education Journal, 7(5), 688-698.
Frumkin, L., & Murphy, A. (2007). Student perceptions of lecturer
classroom communication style. European Journal of Social
Sciences, 5(3), 45-60.
Hambleton, R. K., & Patsula, L. (1999). Increasing the validity
of adapted tests: Myths to be avoided and guidelines for
improving test adaptation practices. Journal of Applied Testing
Technology, 1(1), 1-12.
Harkness, J. A., & Schoua-Glusberg, A. (1998). Questionnaires in
translation. In J. A. Harkness, F. J. R. Van De Vijver, & P. P.
Molher (Eds.), Cross-cultural survey methods (pp. 87- 127).
Hoboken, NJ: John Wiley & Sons.
Hoyle, R. H., & Duvall, J. L. (2004). Determining the number
of factors in exploratory and confirmatory factor analysis.
In D. Kaplan (Ed.), The SAGE Handbook of Quantitative
Methodology for Social Sciences (pp. 301-315). Thousand
Oaks, CA: Sage.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in
covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling, 6(1), 1-55.
Idiris, S. & Fraser, B. J. (1994, December). A study of learning
environments in agricultural science classrooms in Nigeria.
Paper presented at the Annual Conference of the Australian
Association for Research in Education (AARE), The University
of Newcastle, New South Wales.
International Test Commission - ITC (2000a). International
guidelines for test use. Retrieved from www.intestcom. org/
itc_projects.htm
International Test Commission - ITC (2000b). Test adaptation
guidelines. Retrieved from www.intestcom.org/itc_projects.
htm
Irving, S. E. (2004). The development and validation of a student
evaluation instrument to identify highly accomplished
mathematics teachers. (Unpublished doctoral dissertation).
University of Auckland, Auckland.
Khine, M. S., & Fisher, D. L. (2003). Teacher-student interactions
in science classrooms in Brunei. Journal of Classroom
Interaction, 38(2), 21-28.
Marsh, H. W., Hau, K., & Grayson, D. (2005). Goodness of fit in
structural equation models. In A. Maydeu-Olivares & J. J.
McArdle (Eds.), Contemporary psychometrics: A festschrift for
Roderick P. McDonald (pp. 275-340). Mahwah, NJ: Lawrence
Erlbaum Associates.
Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In search of golden
rules: Comment on hypothesis-testing approaches to setting
cutoff values for fit indexes and dangers in overgeneralizing Hu
and Bentler’s (1999) findings. Structural Equation Modeling,
11(3), 320-341.
Matos, D. A. S. (2006). Students’ perceptions of science teachers’
communication behavior. A percepção dos alunos do
comportamento comunicativo do professor de ciências.
(Unpublished Master’s Thesis). Universidade Federal de Minas
Gerais, Belo Horizonte.
Meredith, W. (1993). Measurement invariance, factor analysis and
factorial invariance. Psychometrika, 58(4), 525-543.
Millsap, R. E. (2005). Four unresolved problems in studies of
factorial invariance. In A. Maydeu-Olivares & J. J. McArdle
(Eds.), Contemporary psychometrics: A festschirift for
Roderick P. McDonald (pp. 153-171). Mahwah, NJ: Lawrence
Erlbaum.
Muthén, L. K., & Muthén, B. O. (2006). Mplus (Version 4.2). Los
Angeles, CA: Authors.
Özay, E., Kaya, E., & Sezek, F. (2004). Application of a
questionnaire to describe teacher communication behaviour
and its association with students in science in Turkey. Journal
of Baltic Science Education, 2(6), 15-21.
Sebela, M. P. (2003). Using teacher action research to promote
constructivist learning environments in mathematics classes
in South Africa. (Unpublished doctoral dissertation). Curtin
University of Technology, Bentley.
She, H. C. (1998). Interaction between different gender students
and their teacher in junior high school biology classes. Journal
of Proceedings of the National Science Council, Part D:
Mathematics, Science, and Technology Education, 8, 16”“21.
She, H. C. (1999). Students’ knowledge construction in small groups
in the 7th grade biology laboratory: Verbal communication
and physical engagement. International Journal of Science
Education, 21(10), 1051”“1066.
She, H. C. (2000). The interplay of a biology teacher’s beliefs,
teaching practices and gender-based student-teacher classroom
interaction. Educational Research, 42(1), 100-111.
She, H. C. & Fisher, D. (2000). The development of a questionnaire
to describe science teacher communication behavior in Taiwan
and Australia. Science Education, 84(6), 706-726.
She, H. C., & Fisher, D. (2002). Teacher communication behavior
and its association with students’ cognitive and attitudinal
outcomes in science in Taiwan. Journal of Research in Science
Teaching, 39(1), 63-78.
Stake, J., & Katz, J. (1982). Teacher-pupil relationships in the
elementary school classroom: Teacher-gender and pupil-gender
differences. American Educational Research Journal, 19(3),
465-471.
Stapleton, L. M. (2006). An assessment of practical solutions
for structural equation modeling with complex sample data.
Structural Equation Modeling, 13(1), 28-58.
Waldrip, B. G., & Fisher, D. L. (2000). The development and
validation of a learning environment questionnaire using both
quantitative and qualitative methods. Journal of Classroom
Interaction, 35(2), 25-37.
Walker, S. L. (2004). Learning environment research: A review of
the literature (Learning Environments Monograph No. 2). San
Marcos, TX: Texas State University. Retrieved from http://
uweb.txstate.edu/~sw36/monographs
Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1991). Pragmática
da comunicação humana: um estudo dos padrões, patologias
e paradoxos da interação. São Paulo: Cultrix.
Winheller, S., Hattie, J. A., & Brown, G. T. L. (2013). Factors
influencing early adolescents’ maths achievement: High quality
teaching rather than relationships. Learning Environments
Research, 16(1), 49-69.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal
behaviour of Dutch and American teachers. International
Journal of Intercultural Relations, 15(1), 1-18.
Wubbels, T., Levy, J., & Brekelmans, M. (1997). Paying attention
to relationships. Educational Leadership, 54, 82-86.
Wubbels, T. & Brekelmans, M. (2005). Two decades of research
on teacher”“student relationships in class. International Journal
of Educational Research, 43(1), 6”“24.
Yilmaz Tüzün, O. (2006). Validation and use of Teacher
Communication Behavior Questionnaire in Elementary
Schools. Hacettepe University Journal of Education, 31,
234-243.
Psychological Association, & National Council on
Measurement in Education (1999). Standards for educational
and psychological testing. Washington, DC: American
Educational Research Association.
Brown, G. T. L. (2004). Measuring attitude with positively packed
self-report ratings: Comparison of agreement and frequency
scales. Psychological Reports, 94(3), 1015-1024.
Byrne, B. M., & Watkins, D. (2003). The issue of measurement
invariance revisited. Journal of Cross-Cultural Psychology,
34(2), 155-175.
Chen, H., Chang, W., & Chang, H. (2002). Different gender
students’ perceptions of classroom climate in a trial of a
teacher developed interdisciplinary module. Proceedings of
the National Science Council, Republic of China - Part D:
Mathematics, Science and Technology Education, 12(3), 79-90.
Cirillo, M., & Herbel-Eisenmann, B. (2006). Teacher communication
behavior in the mathematics classroom. In S. Alatorre, J. L.
Cortina, M. Sáiz, & A. Méndez (Eds.), Annual Meeting of the
North American Chapter of the International Group for the
Psychology of Mathematics Education: Vol. 2. (pp. 497-498).
Mérida, México: Universidad Pedagógica Nacional.
Dorman, J. (2002). Classroom environment research: Progress and
possibilities. Queensland Journal of Educational Research,
18(2), 112-14.
Fagot, B. (1981). Male and female teachers: Do they treat boys and
girls differently? Sex Roles, 7(3), 263-271.
Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model
misspecification and model types. Multivariate Behavioral
Research, 42(3), 509-529.
Fraser, B. J. (2002). Learning environments research: Yesterday,
today and tomorrow. In S. C. Goh & M. S. Khine (Eds.),
Studies in educational learning environments: An international
perspective (pp. 1-26). River Edge, NJ: World Scientific.
Fraser, B. J., Giddings, G. J., & McRobbie, C. R. (1995). Evolution
and validation of a personal form of an instrument for assessing
science laboratory classroom environments. Journal of
Research in Science Teaching, 32(4), 399-422.
Frumkin, L. (2006). Does increasing communication through
visual learning environments enhance student perceptions of
lecturers? International Education Journal, 7(5), 688-698.
Frumkin, L., & Murphy, A. (2007). Student perceptions of lecturer
classroom communication style. European Journal of Social
Sciences, 5(3), 45-60.
Hambleton, R. K., & Patsula, L. (1999). Increasing the validity
of adapted tests: Myths to be avoided and guidelines for
improving test adaptation practices. Journal of Applied Testing
Technology, 1(1), 1-12.
Harkness, J. A., & Schoua-Glusberg, A. (1998). Questionnaires in
translation. In J. A. Harkness, F. J. R. Van De Vijver, & P. P.
Molher (Eds.), Cross-cultural survey methods (pp. 87- 127).
Hoboken, NJ: John Wiley & Sons.
Hoyle, R. H., & Duvall, J. L. (2004). Determining the number
of factors in exploratory and confirmatory factor analysis.
In D. Kaplan (Ed.), The SAGE Handbook of Quantitative
Methodology for Social Sciences (pp. 301-315). Thousand
Oaks, CA: Sage.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in
covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling, 6(1), 1-55.
Idiris, S. & Fraser, B. J. (1994, December). A study of learning
environments in agricultural science classrooms in Nigeria.
Paper presented at the Annual Conference of the Australian
Association for Research in Education (AARE), The University
of Newcastle, New South Wales.
International Test Commission - ITC (2000a). International
guidelines for test use. Retrieved from www.intestcom. org/
itc_projects.htm
International Test Commission - ITC (2000b). Test adaptation
guidelines. Retrieved from www.intestcom.org/itc_projects.
htm
Irving, S. E. (2004). The development and validation of a student
evaluation instrument to identify highly accomplished
mathematics teachers. (Unpublished doctoral dissertation).
University of Auckland, Auckland.
Khine, M. S., & Fisher, D. L. (2003). Teacher-student interactions
in science classrooms in Brunei. Journal of Classroom
Interaction, 38(2), 21-28.
Marsh, H. W., Hau, K., & Grayson, D. (2005). Goodness of fit in
structural equation models. In A. Maydeu-Olivares & J. J.
McArdle (Eds.), Contemporary psychometrics: A festschrift for
Roderick P. McDonald (pp. 275-340). Mahwah, NJ: Lawrence
Erlbaum Associates.
Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In search of golden
rules: Comment on hypothesis-testing approaches to setting
cutoff values for fit indexes and dangers in overgeneralizing Hu
and Bentler’s (1999) findings. Structural Equation Modeling,
11(3), 320-341.
Matos, D. A. S. (2006). Students’ perceptions of science teachers’
communication behavior. A percepção dos alunos do
comportamento comunicativo do professor de ciências.
(Unpublished Master’s Thesis). Universidade Federal de Minas
Gerais, Belo Horizonte.
Meredith, W. (1993). Measurement invariance, factor analysis and
factorial invariance. Psychometrika, 58(4), 525-543.
Millsap, R. E. (2005). Four unresolved problems in studies of
factorial invariance. In A. Maydeu-Olivares & J. J. McArdle
(Eds.), Contemporary psychometrics: A festschirift for
Roderick P. McDonald (pp. 153-171). Mahwah, NJ: Lawrence
Erlbaum.
Muthén, L. K., & Muthén, B. O. (2006). Mplus (Version 4.2). Los
Angeles, CA: Authors.
Özay, E., Kaya, E., & Sezek, F. (2004). Application of a
questionnaire to describe teacher communication behaviour
and its association with students in science in Turkey. Journal
of Baltic Science Education, 2(6), 15-21.
Sebela, M. P. (2003). Using teacher action research to promote
constructivist learning environments in mathematics classes
in South Africa. (Unpublished doctoral dissertation). Curtin
University of Technology, Bentley.
She, H. C. (1998). Interaction between different gender students
and their teacher in junior high school biology classes. Journal
of Proceedings of the National Science Council, Part D:
Mathematics, Science, and Technology Education, 8, 16”“21.
She, H. C. (1999). Students’ knowledge construction in small groups
in the 7th grade biology laboratory: Verbal communication
and physical engagement. International Journal of Science
Education, 21(10), 1051”“1066.
She, H. C. (2000). The interplay of a biology teacher’s beliefs,
teaching practices and gender-based student-teacher classroom
interaction. Educational Research, 42(1), 100-111.
She, H. C. & Fisher, D. (2000). The development of a questionnaire
to describe science teacher communication behavior in Taiwan
and Australia. Science Education, 84(6), 706-726.
She, H. C., & Fisher, D. (2002). Teacher communication behavior
and its association with students’ cognitive and attitudinal
outcomes in science in Taiwan. Journal of Research in Science
Teaching, 39(1), 63-78.
Stake, J., & Katz, J. (1982). Teacher-pupil relationships in the
elementary school classroom: Teacher-gender and pupil-gender
differences. American Educational Research Journal, 19(3),
465-471.
Stapleton, L. M. (2006). An assessment of practical solutions
for structural equation modeling with complex sample data.
Structural Equation Modeling, 13(1), 28-58.
Waldrip, B. G., & Fisher, D. L. (2000). The development and
validation of a learning environment questionnaire using both
quantitative and qualitative methods. Journal of Classroom
Interaction, 35(2), 25-37.
Walker, S. L. (2004). Learning environment research: A review of
the literature (Learning Environments Monograph No. 2). San
Marcos, TX: Texas State University. Retrieved from http://
uweb.txstate.edu/~sw36/monographs
Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1991). Pragmática
da comunicação humana: um estudo dos padrões, patologias
e paradoxos da interação. São Paulo: Cultrix.
Winheller, S., Hattie, J. A., & Brown, G. T. L. (2013). Factors
influencing early adolescents’ maths achievement: High quality
teaching rather than relationships. Learning Environments
Research, 16(1), 49-69.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal
behaviour of Dutch and American teachers. International
Journal of Intercultural Relations, 15(1), 1-18.
Wubbels, T., Levy, J., & Brekelmans, M. (1997). Paying attention
to relationships. Educational Leadership, 54, 82-86.
Wubbels, T. & Brekelmans, M. (2005). Two decades of research
on teacher”“student relationships in class. International Journal
of Educational Research, 43(1), 6”“24.
Yilmaz Tüzün, O. (2006). Validation and use of Teacher
Communication Behavior Questionnaire in Elementary
Schools. Hacettepe University Journal of Education, 31,
234-243.
Downloads
Published
2014-07-21
How to Cite
Matos, D. A. S., Leite, W. L., Brown, G. T. L., & Cirino, S. D. (2014). An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students. Psicologia: Teoria E Pesquisa, 30(2), 223–234. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17645
Issue
Section
Estudos Empíricos
