Razvoj albanske različice vprašalnika o interakciji med učiteljem in učencem
Ključne besede:
albanska različica QTSI, dinamika človekove interakcije, dojemanja učiteljev z vidika učencev v osnovnih šolah, veljavnost QTSI, psihometrični pristop k merjenju krožnih podatkov
Povzetek
Oblikovan je bil vprašalnik za preučevanje interakcij med učiteljem in učencem v albanskih kontekstih z obsežnim pokrivanjem na področju pedagoške psihologije. Namen je bil prilagoditi in razviti albansko različico široko uporabljenega orodja, t. i. vprašalnika o interakciji učitelja in učenca (QTSI). V veliko raziskavah je bila ugotovljena ključna vloga odnosa med učiteljem in učencem. Akademski dosežki učencev, čustveni in socialni razvoj, skupinska dinamika v razredu in osip so le nekatera vprašanja, na katera vpliva narava vzpostavljenega odnosa med učiteljem in učencem. Da lahko bolje izmerimo, kako učenci dojemajo učitelje, so klinični znanstveni podatki o osebnostnih interakcijah prilagojeni in preneseni v kontekst izobraževanja. Na vzorcu 300 učencev je vprašalnik o interakciji učitelja in učenca prestal potrebne postopke in statistične analize. Posledično se je izvirna ameriška različica, ki sicer vsebuje 64 elementov, izražala v 54 elementih albanske različice. Rezultati kažejo na zanesljivost in veljavnost vprašalnika v albanskem jeziku ter ponovno potrjujejo njegovo splošno uporabo v različnih kulturah in kontekstih. S to študijo smo tudi merili in dokumentirali dimenzije interakcij med učitelji in učenci v kosovskem kontekstu.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Arbuckle, L. (2013). Amos 22.0 user's guide. Chicago, IL: IBM SPSS.
Arsham, H. (1988). Kuiper's p-value as a measuring tool and decision procedure for the goodness-of-fit test. Journal of Applied Statistics, 15(2), 131–135.
Berisha Kida, E. (2017). Teachers' Emotions and Professional Reflection in a Postwar Community. ICPAS (pp. 190–197). Istanbul: Yildiz Technical University. doi:10.13140/RG.2.2.31674.08647
Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 48–106.
Choy, Ch. S., & Oo, S. P. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, (5)1, 167–182.
Cortina, J. M. (1993). What is the coefficient alpha? An examination of theory and application. Journal of Applied Psychology, 78(1), 98–104.
Den Brok, P. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
Den Brok, P., Fisher, D., & Rickards, T. (2006). Factors influencing students' perceptions of their teachers' interpersonal behavior: A multilevel analysis. In D. L. Khine (Ed.), Contemporary approaches to research on learning environments: world views (pp. 2–36). Singapore: World Scientific. doi:10.1142/9789812774651_0003
Erikson, E. (1959). Identity and the life cycle: Selected papers. New York, NY: International Universities Press.
Erikson, E. (1963). Childhood and society (2nd ed.). New York, NY: Norton.
Fisher, D., & Rickards, T. (1998). Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3–15.
Fisher, D., Fraser, B., & Cresswell, J. (1995). Using the ‘Questionnaire on Teacher Interaction’ in the professional development of teachers. Australian Journal of Teacher Education, 20(1), 8–18.
Fort Lewis Faculty. (2017). Table of critical values for Pearson correlation. Durango, CO: Fort Lewis College. Retrieved from http://faculty.fortlewis.edu/chew_b/Documents/Table%20of%20critical%20values%20for%20Pearson%20correlation.htm
Fraser, B., Aldridge, J., & Soerjaningsih. W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3(1), 21–33.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student’s enjoyment. Journal of Educational Psychology, 101(1), 705–716.
Fried. L., Mansfield. C., & Dobozy. E. (2015). Teacher Emotion Research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–440.
Ginsburg, H. & Opper, S. (1969). Piaget's theory of intellectual development. New York, NY: Prentice Hall.
Hair, J., Anderson, R., Tatham, R., & Black, W. (2006). Multivariate Ddta frAnalysis. New Jersey, NJ: Pearson/Prentice Hall.
Hinton, P. Rr., Brownlow, Ch., McMurray, I., &Cozens, B. (2004). SPSS explained. London, UK & New York, NY: Routledge.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
Leary, T. (1957). Interpersonal diagnosis of personality: A functional theory and methodology for personality evaluation. New York, NY: Ronald Press.
Liberante, L. (2012). The importance of teacher-student relationships, as explored through the lens of the NSW quality teaching model. Journal of Student Engagement: Education Matters, 2(1), 2–9.
Mekolli, E., Bruqi, Sh., Lahi, H., Rexhepi, N., Faliu, M., Radoni, S., & Cakolli, A. (2017). Statistics of Education 2015/2016. Prishtine: ASK.
MEST. (2016). Strategjia e Sigurimit të cilësisë për arsimin parauniversitar në Kosovë [Quality Assurance Strategy for Pre-University Education in Kosovo]. Prishtine: MEST. Retrieved from https://masht.rks-gov.net/uploads/2016/12/qa-strategy-final-shqip.pdf
MEST. (2017). Kornizë strategjike për zhvillimin e mësimdhënësve në Kosovë [Strategic framework for teacher Ddvelopment in Kosovo]. Prishtinë: MEST. Retrieved from https://masht.rks-gov.net/uploads/2017/04/kornize-strategjike.pdf
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34(3), 292–337.
Oriana, User's Manual. (2011). Wales, UK: Kovach Computing Services.
Osborne, J. (2010, October). Improving your data transformations: Applying the Box-Cox Transformation. Practical Assessment, Research, and Evaluation, 15(12), 1–8.
Pallant, J. (2011). SPSS survival manual. A Step by step guide data to analysis using SPSS-4th edition. Maryborough: Midland Typesetters.
Pallant, J. (2013). SPSS survival manual. London, UK: McGraw-Hill Education.
Passini, S., Molinari, L., & Speltini, G. (2015). Validation of the questionnaire on teacher interaction in Italian secondary school students: The effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18(3), 547–559.
Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 2(16), 93–115.
Richards, T., & Fisher, D. (2000). Three perspectives on perceptions of teacher-student interaction: A seed for change in science teaching. Retrieved from http://files.eric.ed.gov/fulltext/ED441758.pdf
Statistical Solutions. (2017). Retrieved from http://www.statisticssolutions.com/amos/
Strack, S. (1996). Introduction to the special series. Interpersonal theory and the interpersonal circumplex: Timothy Leary’s legacy. Journal of Personality Assessment, 66(2), 212–216.
SurveySystems. (2017, August 12). Retrieved from www.surveysystem.com/sscalc.htm
Tavakol, M., &Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2(1), 53–55. doi:10.5116/ijme.4dfb.8dfd
Tinsley, H. E. A., & Brown, S. D. (2000). Handbook of applied multivariate statistics and mathematical modelling. London, UK: Elsevier Science & Technology Books.
Tracey, T. J. (2000). Analyses of circumplex models. Oxford, UK: Academic Press.
Trochim, W. (2001). Research methods. Knowledge base. New York, NY: Cornel University Press.
Trochim, W. (2002). The research methods: Knowledge Base. New York, NY: Cornell University Press.
Triplett, N. (1987). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9(1), 506–533.
Vata, R., Haith, M., & Miller, S. (2007). Psikologjia e femijes- Shkenca moderne. Tirane: UEGEN.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15(1), 1–18.
Wubbels, T., Brekelmans, M., & Hermans, J. (1987). Discipline problems of beginning teachers: Interactional teacher behavior mapped out. Annual Meeting of the American Education Research Association, Chicago, IL.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers: Interactional behavior mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Wubbels, Th., Den Brok, P., Van Tartwijk, J., & Levy, J. (2012). Interpersonal relationships in education: An overview of contemporary research. In Advances in learning environments research (Vol. 3, pp. 5–45). Rotterdam: Sense Publishers.
Wubbles, Th., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6–24.
Arsham, H. (1988). Kuiper's p-value as a measuring tool and decision procedure for the goodness-of-fit test. Journal of Applied Statistics, 15(2), 131–135.
Berisha Kida, E. (2017). Teachers' Emotions and Professional Reflection in a Postwar Community. ICPAS (pp. 190–197). Istanbul: Yildiz Technical University. doi:10.13140/RG.2.2.31674.08647
Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 48–106.
Choy, Ch. S., & Oo, S. P. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, (5)1, 167–182.
Cortina, J. M. (1993). What is the coefficient alpha? An examination of theory and application. Journal of Applied Psychology, 78(1), 98–104.
Den Brok, P. (2001). Teaching and student outcomes: A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
Den Brok, P., Fisher, D., & Rickards, T. (2006). Factors influencing students' perceptions of their teachers' interpersonal behavior: A multilevel analysis. In D. L. Khine (Ed.), Contemporary approaches to research on learning environments: world views (pp. 2–36). Singapore: World Scientific. doi:10.1142/9789812774651_0003
Erikson, E. (1959). Identity and the life cycle: Selected papers. New York, NY: International Universities Press.
Erikson, E. (1963). Childhood and society (2nd ed.). New York, NY: Norton.
Fisher, D., & Rickards, T. (1998). Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3–15.
Fisher, D., Fraser, B., & Cresswell, J. (1995). Using the ‘Questionnaire on Teacher Interaction’ in the professional development of teachers. Australian Journal of Teacher Education, 20(1), 8–18.
Fort Lewis Faculty. (2017). Table of critical values for Pearson correlation. Durango, CO: Fort Lewis College. Retrieved from http://faculty.fortlewis.edu/chew_b/Documents/Table%20of%20critical%20values%20for%20Pearson%20correlation.htm
Fraser, B., Aldridge, J., & Soerjaningsih. W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3(1), 21–33.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student’s enjoyment. Journal of Educational Psychology, 101(1), 705–716.
Fried. L., Mansfield. C., & Dobozy. E. (2015). Teacher Emotion Research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–440.
Ginsburg, H. & Opper, S. (1969). Piaget's theory of intellectual development. New York, NY: Prentice Hall.
Hair, J., Anderson, R., Tatham, R., & Black, W. (2006). Multivariate Ddta frAnalysis. New Jersey, NJ: Pearson/Prentice Hall.
Hinton, P. Rr., Brownlow, Ch., McMurray, I., &Cozens, B. (2004). SPSS explained. London, UK & New York, NY: Routledge.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
Leary, T. (1957). Interpersonal diagnosis of personality: A functional theory and methodology for personality evaluation. New York, NY: Ronald Press.
Liberante, L. (2012). The importance of teacher-student relationships, as explored through the lens of the NSW quality teaching model. Journal of Student Engagement: Education Matters, 2(1), 2–9.
Mekolli, E., Bruqi, Sh., Lahi, H., Rexhepi, N., Faliu, M., Radoni, S., & Cakolli, A. (2017). Statistics of Education 2015/2016. Prishtine: ASK.
MEST. (2016). Strategjia e Sigurimit të cilësisë për arsimin parauniversitar në Kosovë [Quality Assurance Strategy for Pre-University Education in Kosovo]. Prishtine: MEST. Retrieved from https://masht.rks-gov.net/uploads/2016/12/qa-strategy-final-shqip.pdf
MEST. (2017). Kornizë strategjike për zhvillimin e mësimdhënësve në Kosovë [Strategic framework for teacher Ddvelopment in Kosovo]. Prishtinë: MEST. Retrieved from https://masht.rks-gov.net/uploads/2017/04/kornize-strategjike.pdf
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34(3), 292–337.
Oriana, User's Manual. (2011). Wales, UK: Kovach Computing Services.
Osborne, J. (2010, October). Improving your data transformations: Applying the Box-Cox Transformation. Practical Assessment, Research, and Evaluation, 15(12), 1–8.
Pallant, J. (2011). SPSS survival manual. A Step by step guide data to analysis using SPSS-4th edition. Maryborough: Midland Typesetters.
Pallant, J. (2013). SPSS survival manual. London, UK: McGraw-Hill Education.
Passini, S., Molinari, L., & Speltini, G. (2015). Validation of the questionnaire on teacher interaction in Italian secondary school students: The effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18(3), 547–559.
Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 2(16), 93–115.
Richards, T., & Fisher, D. (2000). Three perspectives on perceptions of teacher-student interaction: A seed for change in science teaching. Retrieved from http://files.eric.ed.gov/fulltext/ED441758.pdf
Statistical Solutions. (2017). Retrieved from http://www.statisticssolutions.com/amos/
Strack, S. (1996). Introduction to the special series. Interpersonal theory and the interpersonal circumplex: Timothy Leary’s legacy. Journal of Personality Assessment, 66(2), 212–216.
SurveySystems. (2017, August 12). Retrieved from www.surveysystem.com/sscalc.htm
Tavakol, M., &Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2(1), 53–55. doi:10.5116/ijme.4dfb.8dfd
Tinsley, H. E. A., & Brown, S. D. (2000). Handbook of applied multivariate statistics and mathematical modelling. London, UK: Elsevier Science & Technology Books.
Tracey, T. J. (2000). Analyses of circumplex models. Oxford, UK: Academic Press.
Trochim, W. (2001). Research methods. Knowledge base. New York, NY: Cornel University Press.
Trochim, W. (2002). The research methods: Knowledge Base. New York, NY: Cornell University Press.
Triplett, N. (1987). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9(1), 506–533.
Vata, R., Haith, M., & Miller, S. (2007). Psikologjia e femijes- Shkenca moderne. Tirane: UEGEN.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15(1), 1–18.
Wubbels, T., Brekelmans, M., & Hermans, J. (1987). Discipline problems of beginning teachers: Interactional teacher behavior mapped out. Annual Meeting of the American Education Research Association, Chicago, IL.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers: Interactional behavior mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Wubbels, Th., Den Brok, P., Van Tartwijk, J., & Levy, J. (2012). Interpersonal relationships in education: An overview of contemporary research. In Advances in learning environments research (Vol. 3, pp. 5–45). Rotterdam: Sense Publishers.
Wubbles, Th., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1), 6–24.
Objavljeno
2020-09-29
Kako citirati
Berisha Kida, E., & Karaj, T. (2020). Razvoj albanske različice vprašalnika o interakciji med učiteljem in učencem. Revija Centra Za študij Edukacijskih Strategij , 10(3), 145–169. https://doi.org/10.26529/cepsj.451
Rubrike
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
