Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior

Authors

Patrick Pössel, University of LouisvilleFollow
Kathleen Moritz Rudasill, University of Nebraska-LincolnFollow
Jill L. Adelson, University of LouisvilleFollow
Annie C. Bjerg, University of Louisville
Don T. Wooldridge, University of Louisville
Stephanie Winkeljohn Black, University of Louisville

Document Type

Article

Date of this Version

11-2013

Citation

The International Journal of Emotional Education Volume 5, Number 2, November 2013, pp 5-30
http://www.um.edu.mt/cres/ijee

Comments

© 2013 CRES/ENSEC. Used by permission.

Abstract

Teaching behavior has important implications for students’ emotional well-being. Multiple models suggest students’ perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students’ perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students’ well-being. Construct validity and internal consistency for the 37-item Teaching Behavior 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 indicated student-ratings of teaching behavior were associated with positive and negative affect in students.