An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students

Show simple item record

dc.contributor.author Matos, DAS en
dc.contributor.author Leite, WL en
dc.contributor.author Brown, Gavin en
dc.contributor.author Cirino, SD en
dc.date.accessioned 2014-10-29T03:08:41Z en
dc.date.issued 2014 en
dc.identifier.citation Psicologia: Teoria e Pesquisa, 2014, 30 (2), pp. 223 - 234 en
dc.identifier.issn 0102-3772 en
dc.identifier.uri http://hdl.handle.net/2292/23358 en
dc.description.abstract The Teacher Communication Behavior Questionnaire (TCBQ) has been used at different levels of education in many countries to measure students’ perceptions of their science teachers’ communication behavior. The TCBQ 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 satisfactory and an 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 those of previous international studies. Statistically significant differences were found between school type and subject matter, which is consistent with previous studies. en
dc.relation.ispartofseries Psicologia: Teoria e Pesquisa en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0102-3772/; http://www.scielo.br/revistas/ptp/iaboutj.htm en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students en
dc.type Journal Article en
dc.identifier.doi 10.1590/S0102-37722014000200012 en
pubs.issue 2 en
pubs.begin-page 223 en
pubs.volume 30 en
pubs.author-url http://ref.scielo.org/kvbz5z en
pubs.end-page 234 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 77641 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 1806-3446 en
pubs.record-created-at-source-date 2012-05-28 en


Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Browse

Statistics