Teaching behaviour and well-being in students : development and concurrent validity of an instrument to measure student-reported teaching behaviour

摘要

Teaching behavior has important implications for students’ emotional well-being.udMultiple models suggest students’ perceptions of teaching behaviors are more criticaludthan other measures for predicting well-being, yet student-report instruments thatudmeasure concrete and specific teaching behavior are limited. The purpose of the presentudstudies is to develop an instrument to assess students’ perceptions of concrete andudspecific teaching behavior and to test which teaching behavior is associated students’udwell-being. Construct validity and internal consistency for the 37-item TeachingudBehavior Questionnaire (TBQ-S), composed of instructional, negative teaching, socioemotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822). The factor structure was stable across both samples and internal consistencies ranged from .77 to .97. Results indicatedudstudent-ratings of teaching behavior were associated with positive and negative affect inudstudents.