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Sample records for psychology teachers validation

  1. Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

    Science.gov (United States)

    Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

    2015-06-01

    This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed.

  2. Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers.

    Science.gov (United States)

    Cuevas, Ricardo; Sánchez-Oliva, David; Bartholomew, Kimberley J; Ntoumanis, Nikos; García-Calvo, Tomás

    2015-07-20

    Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers' perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.

  3. Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers

    OpenAIRE

    Cuevas, Ricardo; Sánchez-Oliva, David; Bartholomew, Kimberley J.; Ntoumanis, Nikos; García-Calvo, Tomás

    2015-01-01

    Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .0...

  4. Psychological Test Validity

    Directory of Open Access Journals (Sweden)

    Gessmann H.-W.

    2015-02-01

    Full Text Available This paper presents a theoretical overview of current aspects about the validity problems of psychological tests. The article demonstrates the importance of the development of psychological tests and the scientific studies of their validity, describes the different types of validity and the possible ways of measurement and determination of the validity coefficients. The paper is recommended for researchers, whose work is dedicated to the development, modification or adaptation of the psychological test.

  5. Psychological Test Validity

    OpenAIRE

    Gessmann H.-W.; Sheronov E.A.

    2015-01-01

    This paper presents a theoretical overview of current aspects about the validity problems of psychological tests. The article demonstrates the importance of the development of psychological tests and the scientific studies of their validity, describes the different types of validity and the possible ways of measurement and determination of the validity coefficients. The paper is recommended for researchers, whose work is dedicated to the development, modification or adaptation of the psycholo...

  6. Credentialing high school psychology teachers.

    Science.gov (United States)

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states.

  7. The Magic of Psychology in Teacher Education

    Science.gov (United States)

    Fendler, Lynn

    2012-01-01

    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…

  8. The Magic of Psychology in Teacher Education

    Science.gov (United States)

    Fendler, Lynn

    2012-01-01

    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…

  9. School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

    Science.gov (United States)

    Feng, Feng-I

    2016-01-01

    This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

  10. Validity Semantics in Educational and Psychological Assessment

    Science.gov (United States)

    Hathcoat, John D.

    2013-01-01

    The semantics, or meaning, of validity is a fluid concept in educational and psychological testing. Contemporary controversies surrounding this concept appear to stem from the proper location of validity. Under one view, validity is a property of score-based inferences and entailed uses of test scores. This view is challenged by the…

  11. Construct Validation in Counseling Psychology Research

    Science.gov (United States)

    Hoyt, William T.; Warbasse, Rosalia E.; Chu, Erica Y.

    2006-01-01

    Counseling psychology researchers devote little attention to theory-based measurement validation, as evidenced by cursory mention of validity issues in the method and discussion sections of published research reports. Especially, many researchers appear unaware of the limitations of correlations between pairs of self-report measures as evidence of…

  12. Teaching Granny (and Grandpa) to Suck Eggs: Psychology and the Practicing Teacher

    Science.gov (United States)

    Upton, Penny

    2008-01-01

    This paper argues that psychology has an important role for practicing teachers. Firstly, it is important that they keep their knowledge of best teaching and learning practices updated; psychology is a continually evolving field of research and whilst some traditional aspects may remain compelling even today, others are no longer seen as valid,…

  13. Further validation of the Psychological Maltreatment Inventory.

    Science.gov (United States)

    Swift, E E; Gayton, W F

    1996-05-01

    This study attempted to provide further validation of the Psychological Maltreatment Inventory (PMI). The PMI was found to be correlated with scores on the Beck Depression Inventory (BDI) for females but not males. Four separate ANOVAs were run with parent gender and respondent gender as independent variables and the total PMI score along with three factor subscale scores as separate dependent variables to determine the effects of both parent and respondent gender on PMI scores. Fathers were found to have significantly higher PMI scores than mothers, and post hoc tests indicated that male respondents view their fathers as more hostile rejecting than their mothers.

  14. Criminal psychological profiling: validities and abilities.

    Science.gov (United States)

    Kocsis, Richard N

    2003-04-01

    Criminal psychological profiling has attained unprecedented recognition despite little empirical evidence to support its validity and the absence of any thorough exposition of the skills involved with the technique. This article reports on the empirically derived conclusions of studies that sought to examine the accuracy and skill of various groups performing a profiling task. The conclusions provide some support for the contention that professional profilers can produce a more accurate prediction of an unknown offender in comparison to other studied groups. The results also give an indication of the type of skills required for proficient profiling.

  15. Psychological Needs as the Predictor of Teachers' Perceived Stress Levels

    Science.gov (United States)

    Avci, Ahmet; Bozgeyikli, Hasan; Kesici, Sahin

    2017-01-01

    The purpose of this study is to examine the relationship between teachers' psychological needs and perceived stress levels. First of all, the differentiation status of teachers' psychological needs and perceived stress levels in terms of gender, type of institution and type of the school variables was examined. Then, the psychological need's level…

  16. How Developments in Psychology and Technology Challenge Validity Argumentation

    Science.gov (United States)

    Mislevy, Robert J.

    2016-01-01

    Validity is the sine qua non of properties of educational assessment. While a theory of validity and a practical framework for validation has emerged over the past decades, most of the discussion has addressed familiar forms of assessment and psychological framings. Advances in digital technologies and in cognitive and social psychology have…

  17. Improving Construct Validity with Cognitive Psychology Principles.

    Science.gov (United States)

    Embretson, Susan; Gorin, Joanna

    2001-01-01

    Examines testing practices in: (1) the past, in which the traditional paradigm left little room for cognitive psychology principles; (2) the present, in which testing research is enhanced by principles of cognitive psychology; and (3) the future, in which the potential of cognitive psychology should be fully realized through item design.…

  18. Psychological culture of a class teacher as the foundation of modern schoolchildren’s psychological security

    Directory of Open Access Journals (Sweden)

    Tatyana I. Kulikova

    2012-01-01

    Full Text Available This article discusses the role that psychological culture of class teacher plays in theestablishment and maintenance of psychological safety in a modern schoolchild.The problem of protection against psychological abuse within the educational environmentof a school is particularly important in the current socio-cultural realm.The article analyzes many pedagogical and psychological studies regarding theproblem of psychological education of teachers. It discusses contradiction betweenthe objective need to create a psychologically safe learning environmentand the unwillingness of teachers to work on it due to low own level of psychologicalculture. The author introduced the original structural model of psychologicalculture of a class teacher, representing the integration of the three main components:the culture of pedagogical refl ection, emotional culture and culture ofpedagogical infl uence.

  19. The Psychological Dimension of Transformation in Teacher Learning

    Science.gov (United States)

    Maclellan, Effie

    2012-01-01

    Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct--that of transformation--to be understood by teachers and teacher educators in psychological terms (as was originally proposed by Dewey). Transformation requires…

  20. Sources of Validity Evidence for Educational and Psychological Tests

    Science.gov (United States)

    Cizek, Gregory J.; Rosenberg, Sharyn L.; Koons, Heather H.

    2008-01-01

    This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of "Mental Measurements Yearbook" served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and…

  1. Positive psychology progress: empirical validation of interventions.

    Science.gov (United States)

    Seligman, Martin E P; Steen, Tracy A; Park, Nansook; Peterson, Christopher

    2005-01-01

    Positive psychology has flourished in the last 5 years. The authors review recent developments in the field, including books, meetings, courses, and conferences. They also discuss the newly created classification of character strengths and virtues, a positive complement to the various editions of the Diagnostic and Statistical Manual of Mental Disorders (e. g., American Psychiatric Association, 1994), and present some cross-cultural findings that suggest a surprising ubiquity of strengths and virtues. Finally, the authors focus on psychological interventions that increase individual happiness. In a 6-group, random-assignment, placebo-controlled Internet study, the authors tested 5 purported happiness interventions and 1 plausible control exercise. They found that 3 of the interventions lastingly increased happiness and decreased depressive symptoms. Positive interventions can supplement traditional interventions that relieve suffering and may someday be the practical legacy of positive psychology.

  2. A psychological cascade model for persisting voice problems in teachers

    NARCIS (Netherlands)

    de Jong, FICRS; Cornelis, BE; Wuyts, FL; Kooijman, PGC; Schutte, HK; Oudes, MJ; Graamans, K

    2003-01-01

    In 76 teachers with persisting voice problems, the maintaining factors and coping strategies were examined. Physical, functional, psychological and socioeconomic factors were assessed. A parallel was drawn to a psychological cascade model designed for patients with chronic back pain. The majority of

  3. Teachers' Perceptions of Disruptive Behaviour in Schools: A Psychological Perspective

    Science.gov (United States)

    Nash, Poppy; Schlösser, Annette; Scarr, Tanya

    2016-01-01

    This article reports on an investigation into school teachers' perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils,…

  4. A psychological cascade model for persisting voice problems in teachers

    NARCIS (Netherlands)

    de Jong, FICRS; Cornelis, BE; Wuyts, FL; Kooijman, PGC; Schutte, HK; Oudes, MJ; Graamans, K

    2003-01-01

    In 76 teachers with persisting voice problems, the maintaining factors and coping strategies were examined. Physical, functional, psychological and socioeconomic factors were assessed. A parallel was drawn to a psychological cascade model designed for patients with chronic back pain. The majority of

  5. Positive Psychology Progress: Empirical Validation of Interventions

    Science.gov (United States)

    Seligman, Martin E. P.; Steen, Tracy A.; Park, Nansook; Peterson, Christopher

    2005-01-01

    Positive psychology has flourished in the last 5 years. The authors review recent developments in the field, including books, meetings, courses, and conferences. They also discuss the newly created classification of character strengths and virtues, a positive complement to the various editions of the Diagnostic and Statistical Manual of Mental…

  6. Teachers' Views on Organizational Deviance, Psychological Ownership and Social Innovation

    Science.gov (United States)

    Argon, Türkan; Ekinci, Serkan

    2016-01-01

    This study aimed to identify Bolu central district secondary school teachers' views on organizational deviance, psychological ownership and social innovation and to determine whether these views were related. The universe of the study conducted with relational screening model was composed of 360 teachers employed in Bolu central district secondary…

  7. Teacher Views on Organizational Support and Psychological Contract Violation

    Science.gov (United States)

    Argon, Türkan; Ekinci, Serkan

    2017-01-01

    This study aimed to determine the relationship between secondary school teachers' view regarding Organizational Support and Psychological Contract Violation. The study conducted with relational screening model included 230 secondary school teachers employed in Bolu central district in 2014-2015 academic year. Perceived Organizational Support Scale…

  8. The art of assessment in psychology: ethics, expertise, and validity.

    Science.gov (United States)

    Cates, J A

    1999-05-01

    Psychological assessment is a hybrid, both art and science. The empirical foundations of testing are indispensable in providing reliable and valid data. At the level of the integrated assessment, however, science gives way to art. Standards of reliability and validity account for the individual instrument; they do not account for the integration of data into a comprehensive assessment. This article examines the current climate of psychological assessment, selectively reviewing the literature of the past decade. Ethics, expertise, and validity are the components under discussion. Psychologists can and do take precautions to ensure that the "art" of their work holds as much merit as the science.

  9. Measuring student teachers' basic psychological needs

    NARCIS (Netherlands)

    Vermeulen, Marjan; Castelijns, Jos; Kools, Quinta; Koster, Bob

    2012-01-01

    In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fu

  10. Measuring Student Teachers' Basic Psychological Needs

    Science.gov (United States)

    Vermeulen, Marjan; Castelijns, Jos; Kools, Quinta; Koster, Bob

    2012-01-01

    In Self-Determination Theory, basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need-fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need-fulfilment is introduced in the curricula of many teacher…

  11. Measuring Student Teachers' Basic Psychological Needs

    Science.gov (United States)

    Vermeulen, Marjan; Castelijns, Jos; Kools, Quinta; Koster, Bob

    2012-01-01

    In Self-Determination Theory, basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need-fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need-fulfilment is introduced in the curricula of many teacher…

  12. Measuring student teachers' basic psychological needs

    NARCIS (Netherlands)

    Dr. Jos Castelijns; dr Bob Koster; dr.ir. Quinta Kools; Dr. Marjan Vermeulen

    2012-01-01

    In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need

  13. Validation of the Psychological Work Maturity Scale in Chinese employees.

    Science.gov (United States)

    Tong, Jiajin; Wang, Lei

    2010-12-01

    Psychological work maturity is an important concept in situational leadership theory. The present research revised the Psychological Work Maturity Scale for use in Chinese organizations. Three samples of full-time employees (Ns = 205, 266, and 283) from different companies and industries participated in the present study. Confirmatory factor analysis showed that a single-factor structure fit the data. The scale had acceptable reliabilities, convergent and criterion-related validities, and was shown to be an appropriate measure of psychological work maturity in Chinese employees. Maturity differences in several demographic variables were not found, but employees with longer tenure in Sample 2 scored higher on maturity, which shows that psychological work maturity may be dependent on personal development in the interaction with the varying situational factors, especially in the work domain. Implications for research and practice on psychological work maturity in China are discussed.

  14. Psychological Distress in Norwegian Nurses and Teachers over Nine Years

    Directory of Open Access Journals (Sweden)

    Per Nerdrum

    2016-11-01

    Full Text Available Psychological distress have been found to be high and influence negatively nurses’ and teachers’ work. In this nine-year project, we present the first longitudinal study comparing psychological distress from 1467 students and young professionals in nursing and teaching. Psychological distress was measured with GHQ 12 at the start and the end of their studies and three and six years after graduation. Both descriptive statistics and estimated models were used to assess psychological distress over time. Psychological distress increased significantly in both groups during education. The reduction of psychological distress was significant among the nurses, and they clearly showed a “healthy worker effect” when coming into clinical work. The teachers had a small and non-significant reduction in the same period and did not show a positive effect after starting pedagogical work.

  15. Personality traits and emotional intelligence as predictors of teachers' psychological well-being

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    Andreja Avsec

    2009-11-01

    Full Text Available We examined predictive validity of the Big Five personality traits and three dimensions of emotional intelligence (EI regarding psychological well-being on the sample of primary and highschool teachers. Notwithstanding relatively high correlations between personality and EI scales, reported by other studies, we predicted that EI still accounts for a significant amount of variability in psychological well-being. This prediction originates in idea that different abilities concerning emotions should help individuals to be more effective in various aspects of positive functioning. One hundred fifty two teachers filled out the Big Five Inventory (BFI, Emotional Skills and Competence Questionnaire (ESCQ, and the short version of Riff's Psychological Well-Being Scales (RPWB. Results showed good predictive validity of personality traits, for they accounted for 22 to 43% of variability in different psychological well-being scales. Predictive validity of EI is also excellent, but when controlling for personality traits is far worse, since it accounts for only 1 to 3% of variance in well-being scales. Discriminant validity of EI scales measured by ESCQ is therefore unsatisfactory.

  16. Development and Validation of the Adolescent Psychological Need Support in Exercise Questionnaire.

    Science.gov (United States)

    Emm-Collison, Lydia G; Standage, Martyn; Gillison, Fiona B

    2016-10-01

    Grounded within self-determination theory (SDT; Deci & Ryan, 2000; Ryan & Deci, in press), three studies were conducted to develop and psychometrically test a measure of adolescents' perceptions of psychological need support for exercise (viz., for autonomy, competence, and relatedness): the Adolescent Psychological Need Support in Exercise Questionnaire (APNSEQ). In Study 1, 34 items were developed in collaboration with an expert panel. Through categorical confirmatory factor analysis and item response theory, responses from 433 adolescents were used to identify the best fitting and performing items in Study 2. Here, a three-factor nine-item measure showed good fit to the data. In Study 3, responses from an independent sample of 373 adolescents provided further evidence for the nine-item solution as well as for internal consistency, criterion validity, and invariance across gender and social agent (friends, family, and physical education teacher). The APNSEQ was supported as a measure of adolescents' perceptions of psychological need support within the context of exercise.

  17. Teacher Ratings of Three School Psychology Report Recommendation Styles

    Science.gov (United States)

    Mallin, Barry; Beimcik, Jaga; Hopfner, Lisa

    2012-01-01

    Educators are primary consumers of information provided in school psychology reports. There is disagreement in the literature as to whether teachers prefer briefer recommendations as compared to more detailed and specific recommendations. Specific recommendations can been seen as prescriptive and leading to higher requirements for accountability…

  18. Classroom Justice and Psychological Engagement: Students' and Teachers' Representations

    Science.gov (United States)

    Berti, Chiara; Molinari, Luisa; Speltini, Giuseppina

    2010-01-01

    This article presents the results of a study carried out with the aim to: (1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured…

  19. Psychological Burnout in Early Childhood Teachers: Levels and Reasons

    Science.gov (United States)

    Al-Adwan, Fatima Eid Zaid; Al-Khayat, Majed Mohammad

    2017-01-01

    The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school,…

  20. Teacher Ratings of Three School Psychology Report Recommendation Styles

    Science.gov (United States)

    Mallin, Barry; Beimcik, Jaga; Hopfner, Lisa

    2012-01-01

    Educators are primary consumers of information provided in school psychology reports. There is disagreement in the literature as to whether teachers prefer briefer recommendations as compared to more detailed and specific recommendations. Specific recommendations can been seen as prescriptive and leading to higher requirements for accountability…

  1. PRF Cross-Cultural Psychological Study of Lithuanian Students, Teachers, and Special Education Teachers

    Science.gov (United States)

    Illovsky, Michael E.; Gintiliene, Grazina; Bulotaite, Laima; Rickman, Jacqueline; Belekiene, Marijona; Janowitz, Karl

    2008-01-01

    The Personality Research Form (PRF) was used to study the psychological traits of Lithuanian college of education students, teachers, and special education teachers. A sample of American college students was also used for comparison. Chi-square results indicated no statistical differences among the groups. Interpretations of the lack of…

  2. Identification and Validation of ESP Teacher Competencies: A Research Design

    Science.gov (United States)

    Venkatraman, G.; Prema, P.

    2013-01-01

    The paper presents the research design used for identifying and validating a set of competencies required of ESP (English for Specific Purposes) teachers. The identification of the competencies and the three-stage validation process are also discussed. The observation of classes of ESP teachers for field-testing the validated competencies and…

  3. What do you mean by "teacher"?psychological research on teacher professional identity

    Directory of Open Access Journals (Sweden)

    Luca Tateo

    2012-08-01

    Full Text Available Teacher Professional Identity is today an autonomous theoretical construct. The paper explores the dimensions of TPI stressed in psychological and educational research, presenting different answers provided to questions such as: Which dimensions have been taken into account to define what a teacher is? The image of teachers actually emerging from literature analysis points out vectors of tension between "mainstream" Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers' job, involving ethical and emotional nature of teaching; and, definitely, between "reality-as-it-is" and "reality-to-be" in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a "good" teacher is, what should be and, consequently, what are the role and the Social Representations of teachers in society.

  4. Spanish validation of the psychological needs thwarting scale in exercise

    Directory of Open Access Journals (Sweden)

    Piedad Sáenz-Álvarez

    2013-05-01

    Full Text Available The purpose of this study was to validate the Spanish versionof the Psychological Needs Thwarting Scale (PNTS. A sample of 509 university students took part in this research and psychometric properties of PNTS were analyzed through different analysis. The results supported both a first-order three-factor model (i.e., thwarting of autonomy, relatedness and competenceand a higher-order model (i.e. three subscales conforming a construct named psychological need thwarting. The structure of both models was invariant acrossgender. Alpha values equal to o higher than .70 and suitable levels of temporal stability were obtained. Furthermore, students reporting higher levels of socialphysique anxiety had higher scores in all subscales than the group reporting lower levels of social-physique anxiety. The findings of this study provided reliability and validity for the PNTS in a Spanish context.

  5. The Role of Educational Psychology in Teacher Education: Expert Opinions on What Teachers Should Know about Learning, Development, and Assessment

    Science.gov (United States)

    Lohse-Bossenz, Hendrik; Kunina-Habenicht, Olga; Kunter, Mareike

    2013-01-01

    The aim of this study is to identify psychological topics within the areas of learning, development, and assessment that are especially important for teachers and should be included in the university teacher education curriculum. Based on the observation that teacher educators in psychology often face the challenge of having to select certain…

  6. Developing teachers' social and emotional competence: a humanistic psychology perspective

    Directory of Open Access Journals (Sweden)

    Pablo Palomero Fernández

    2009-08-01

    Full Text Available The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.

  7. Assessment of Teacher Competence Using Video Portfolios: Reliability, Construct Validity, and Consequential Validity

    Science.gov (United States)

    Admiraal, Wilfried; Hoeksma, Mark; van de Kamp, Marie-Therese; van Duin, Gee

    2011-01-01

    The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and…

  8. Assessment of teacher competence using video portfolios: reliability, construct validity and consequential validity

    NARCIS (Netherlands)

    Admiraal, W.; Hoeksma, M.; van de Kamp, M.-T.; van Duin, G.

    2011-01-01

    The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Al

  9. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  10. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  11. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-03-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.

  12. The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers.

    Directory of Open Access Journals (Sweden)

    Baeva I.A.

    2015-03-01

    Full Text Available The interest of psychologists in the study of safety in the educational environment and its psychological characteristics is increasing. The aim of this study was to select, substantiate, and disclose the psychological factors in the educational environment that influence the psychological well-being of pupils. There were three stages in our research: clarifying the level of psychological safety in the schools in the study; revealing the consistency of the teachers’ and the students’ evaluations of the level of psychological safety in those schools; determining the nature of the influence of the psychological safety of the educational environment on the psychological well-being of the students. The study involved 172 teachers and 876 students in Moscow and St. Petersburg schools. Psychological safety is a condition of educational environments that are free from psychological violence in the interactions of the people in them; psychological safety contributes to the satisfaction of the needs for personal trust and communication, creates for the participants a sense of belonging (the referential importance of the environment, and contributes to their mental health. The empirical study revealed that (1 the level of the psychological safety of the educational environment in the evaluations of the teachers was higher and had more expressed differentiation than did the level in the students’ evaluations; (2 the psychological well-being of the students was closely correlated with the level of psychological safety for the teachers; (3 such components of the well-being of the students as emotional comfort, self-confidence, a higher level of cognitive activity were developed in those schools with high levels of psychological safety for the teachers. The results can be useful in educational psychology and environmental psychology as well as when creating technologies to support the safety of school environments and of the people in them, including

  13. Validation of three Setswana measures for psychological wellbeing

    Directory of Open Access Journals (Sweden)

    Marié Philipina Wissing

    2010-12-01

    Full Text Available Orientation: From the perspective of positive psychology, it is important to evaluate people’s strengths. There is, however, a lack of validated measures for these purposes in many of the South African official languages. As language is a medium for cultural meanings, measures of mental health should be validated in the mother tongue of the people involved.Research purpose: The aim of this study was therefore to explore the psychometric properties of Setswana versions of three measures of psychological wellbeing, namely the Sense of Coherence Scale (SOC (the 29-item version (Antonovsky, 1987, Satisfaction With Life Scale (SWLS (Diener, Emmons, Larson & Griffen, 1985 and Affectometer 2 (AFM (Kammann & Flett, 1983.Research design, approach and method: A cross-sectional survey design was implemented for this study. Questionnaires were translated, back-translated and evaluated in a research-committee approach. A stratified sample of 738 Setswana-speaking participants completed the questionnaires in randomly selected sites of the North West province of South Africa as part of the multi-disciplinary Transition and Health during Urbanisation of South Africans project. Reliability indices, means, standard deviations, ranges of scores, patterns of correlations and factor structures were established for all the scales.Main findings: The present Setswana SWLS and AFM are reliable and valid for use in this group, as is, to some extent, the SOC. The factor structures of the three scales were also consistent with the latent factor structures of the original scales.Practical implications: These validated measures are instruments for use in the clinical, community and work contexts of Setswana-speaking people.

  14. Validating Teacher Commitment Scale Using a Malaysian Sample

    Directory of Open Access Journals (Sweden)

    Lei Mee Thien

    2014-05-01

    Full Text Available This study attempts to validate an integrative Teacher Commitment scale using rigorous scale validation procedures. An adapted questionnaire with 17 items was administered to 600 primary school teachers in Penang, Malaysia. Data were analyzed using exploratory factor analysis (EFA and confirmatory factor analysis (CFA with SPSS 19.0 and AMOS 19.0, respectively. The results support Teacher Commitment as a multidimensional construct with its four underlying dimensions: Commitment to Student, Commitment to Teaching, Commitment to School, and Commitment to Profession. A validated Teacher Commitment scale with 13 items measured can be proposed to be used as an evaluative tool to assess the level to which teachers are committed to their students’ learning, teaching, school, and profession. The Teacher Commitment scale would also facilitate the identifications of factors that influence teachers’ quality of work life and school effectiveness. The practical implications, school cultural influence, and methodological limitations are discussed.

  15. Abbreviated psychologic questionnaires are valid in patients with hand conditions.

    Science.gov (United States)

    Bot, Arjan G J; Becker, Stéphanie J E; van Dijk, C Niek; Ring, David; Vranceanu, Ana-Maria

    2013-12-01

    The Pain Catastrophizing Scale (PCS) and Short Health Anxiety Inventory (SHAI) can help hand surgeons identify opportunities for psychologic support, but they are time consuming. If easier-to-use tools were available and valid, they might be widely adopted. We tested the validity of shorter versions of the PCS and SHAI, the PCS-4 and the SHAI-5, by assessing: (1) the difference in mean scaled scores of the short and long questionnaires; (2) floor and ceiling effects between the short and long questionnaires; (3) correlation between the short questionnaires and the outcome measures (an indication of construct validity); and (4) variability in disability and pain, between the short and long questionnaires. One hundred sixty-four new or followup adult patients in one hand surgery clinic completed the SHAI-18, SHAI-5, PCS-13, PCS-4, Patient Health Questionnaire (PHQ)-9, PHQ-2, DASH, and QuickDASH questionnaires, and an ordinal pain scale, as part of a prospective cross-sectional study. Mean scores for the short and long questionnaires were compared with paired t-tests. Floor and ceiling effects were calculated. Pearson's correlation was used to assess the correlation between the short and long questionnaires and with outcome measures. Regression analyses were performed to find predictors of pain and disability. There were small, but significant differences between the mean scores for the DASH and QuickDASH (QuickDASH higher), SHAI-18 and SHAI-5 (SHAI-18 higher), and PCS-13 and PCS-4 (PCS-4 higher), but not the PHQ-9 and PHQ-2. Floor effects ranged between 0% and 65% and ceiling effects between 0% and 3%. There were greater floor effects for the PHQ-2 than for the PHQ-9, but floor and ceiling effects were otherwise comparable for the other short and long questionnaires. All questionnaires showed convergent and divergent validity and criterion validity was shown in multivariable analyses. Content validity, construct convergent validity, and criterion validity were

  16. Work Stress and Psychological Consequences in The Workplace: Study on Elementary School Teachers

    Directory of Open Access Journals (Sweden)

    Arismunandar Arismunandar

    2016-02-01

    Full Text Available There are very limited studies examining the relationships between work stress and psychological consequences of the teachers, especially elementary school teachers. Therefore, the primary purpose of conducting this research is to understand the correlation between teachers work stress, and burnout and job satisfaction. It also aims to understand sources and levels of teachers work stress. The findings of the study showed that there was no correlation between teachers work stress and burnout, and between teachers work stress and job satisfaction

  17. Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

    Science.gov (United States)

    Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

    2016-01-01

    Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

  18. Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

    Science.gov (United States)

    Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

    2016-01-01

    Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

  19. Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies

    Science.gov (United States)

    Kocak, Canan; Onen, Aysem Seda

    2013-01-01

    The purpose of this study was to analyze the validity and reliability of the Empathic Tendency Scale, which was developed in order to identify student teachers' empathic tendencies. The sampling of the study consisted of 730 student teachers studying at Hacettepe University Faculty of Education. To determine the factor pattern of Empathic…

  20. Codification and Validation of Professional Development Questionnaire of Teachers

    Science.gov (United States)

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  1. Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

    Science.gov (United States)

    Johnson, Evelyn S.; Semmelroth, Carrie L.

    2015-01-01

    This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with…

  2. Validating a Psychology as a Helping Profession Scale

    Science.gov (United States)

    Gervasio, Amy Herstein; Wendorf, Craig A.; Yoder, Natalie F.

    2010-01-01

    We developed an 11-item Psychology as a Helping Profession (PHP) scale that measured aspects of personal growth/helping skills and applied helping. The scale was only weakly correlated with Friedrich's (1996) Psychology as Science (PAS) scale, implying that the 2 scales measure different conceptions of the nature of psychology. Psychology majors…

  3. The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists

    Science.gov (United States)

    Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.

    2011-01-01

    We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…

  4. The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists

    Science.gov (United States)

    Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.

    2011-01-01

    We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…

  5. Tacit Knowledge Sharing Modes of University Teachers from the Perspectives of Psychological Risk and Value

    Science.gov (United States)

    Yu, Dengke; Zhou, Rong

    2015-01-01

    Tacit knowledge sharing (TKS) is important to improve the teaching skill and researching knowledge of university teachers. In this paper, the tacit knowledge sharing of university teachers is catalogued as four modes from perspectives of the psychological risk and psychological value which are measured by two grades--high and low. The four modes…

  6. Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education

    Science.gov (United States)

    Drechsel, Barbara; Breunig, Katharina; Thurn, Daniela; Basten, Johanna

    2014-01-01

    The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five…

  7. Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education

    Science.gov (United States)

    Drechsel, Barbara; Breunig, Katharina; Thurn, Daniela; Basten, Johanna

    2014-01-01

    The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five…

  8. Do We Need Positive Psychology in Croatian Kindergartens? The Implementation Possibilities Evaluated by Preschool Teachers

    Science.gov (United States)

    Tatalovic Vorkapic, Sanja; Vujcic, Lidija

    2013-01-01

    Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item…

  9. An Exploration of the Relationship between Teachers' Psychological Capital and Their Collective Self-Esteem

    Science.gov (United States)

    Bissessar, Charmaine S.

    2014-01-01

    Teachers who possess high levels of psychological capital and collective self-esteem are better able to cope with the spate of school violence, student/student bullying, and other current issues confronting the education system globally, regionally, and nationally. A teacher psychological capital high in hope, optimism, self-efficacy, resilience,…

  10. Educational Technology as a Video Cases in Teaching Psychology for Future Teachers

    Science.gov (United States)

    Shen, Pingxia; Gromova, Chulpan R.; Zakirova, Venera G.; Yalalov, Farit G.

    2017-01-01

    Relevance of the article is caused by need to form the teacher's psychological competences on the basis of life and professional situations. This article is directed to detection of the main difficulties, which students have in the course of studying psychology and efficiency of use of video cases at classes of psychology. The leading research…

  11. Initial Validation of an Instrument Measuring Psychology-Specific Epistemological Beliefs

    Science.gov (United States)

    Renken, Maggie D.; McMahan, Ethan A.; Nitkova, Martina

    2015-01-01

    Psychology-specific epistemological beliefs (EBs) are believed to influence students' approach to and performance in psychology courses. However, empirical research on this topic is limited due in part to a lack of well-validated instruments measuring this construct. The primary objective of this research was to develop and validate the…

  12. Initial Validation of an Instrument Measuring Psychology-Specific Epistemological Beliefs

    Science.gov (United States)

    Renken, Maggie D.; McMahan, Ethan A.; Nitkova, Martina

    2015-01-01

    Psychology-specific epistemological beliefs (EBs) are believed to influence students' approach to and performance in psychology courses. However, empirical research on this topic is limited due in part to a lack of well-validated instruments measuring this construct. The primary objective of this research was to develop and validate the…

  13. Analyzing the Relationship between Positive Psychological Capital and Organizational Commitment of the Teachers

    Science.gov (United States)

    Yalcin, Sinan

    2016-01-01

    In this study it was aimed to determine the relationship between teachers' positive psychological capital levels and organisational commitment. The study was conducted as a correlational survey which is one of the quantitative methods. The sample group consists of 244 teachers selected by using random sampling method among 1270 teachers working in…

  14. Teacher Assistance Team Social Validity: A Perspective from General Education Teachers

    Science.gov (United States)

    Papalia-Berardi, Anne; Hall, Tracey E.

    2007-01-01

    General education teachers are the most frequent consumers of Teacher Assistance Team (TAT) services; therefore, their satisfaction with the purpose, process and outcome associated with this model of prereferral intervention may influence its acceptability, use, implementation, and effectiveness (social validity). Seven empirical studies assessing…

  15. Psychological Empowerment as a Multidimensional Construct: A Test of Construct Validity.

    Science.gov (United States)

    Kraimer, Maria L.; Seibert, Scott E.; Liden, Robert C.

    1999-01-01

    Examined the construct validity of scores on the Psychological Empowerment Scale of G. Spreitzer (1995). Confirmatory factor analysis of data from 160 nurses supported Spreitzer's four empowerment dimensions, and these findings were cross-validated with a subset from the same sample. Results also support the predictive validity of the scale.…

  16. Teachers' Engagement at Work: An International Validation Study

    Science.gov (United States)

    Klassen, Robert M.; Aldhafri, Said; Mansfield, Caroline F.; Purwanto, Edy; Siu, Angela F. Y.; Wong, Marina W.; Woods-McConney, Amanda

    2012-01-01

    This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships…

  17. Validation of the Psychological Research Inventory of Concepts: An Index of Research and Statistical Literacy

    Science.gov (United States)

    Veilleux, Jennifer C.; Chapman, Kate M.

    2017-01-01

    The current set of three studies further evaluates the validity and application of the Psychological Research Inventory of Concepts (PRIC). In Study 1, we administered the PRIC to a sample of introductory psychology students and online (Mechanical Turk) participants along with measures assessing theoretically related concepts. We found evidence of…

  18. Development and Initial Validation of the Chinese Version of Psychological Needs Thwarting Scale in Physical Education

    Science.gov (United States)

    Liu, Jing Dong; Chung, Pak-Kwong

    2015-01-01

    The current study presents the development process and initial validation of a measure designed for assessing psychological needs thwarting (frustration) in a secondary school physical education context (Psychological Needs Thwarting Scale in Physical Education, PNTSPE). Secondary school students (grades 7-9) from Hong Kong (N = 1258) were invited…

  19. First year effects of induction arrangements on beginning teachers' psychological processes

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; Slof, Bert; van de Grift, Wim

    2013-01-01

    This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly a

  20. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    Science.gov (United States)

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  1. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    Science.gov (United States)

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  2. STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH

    OpenAIRE

    Langgeng Budianto

    2011-01-01

    This paper aims at describing psychological factors in language acquisition and learning for human being who learn second language acquisition. Stephens found that external factors such as the characteristic of teacher, class and school condition had consistently no relation with the success of learning foreign language. On the other hand, student’s psychological conditions, as one of the internal factors, are potential to influence the foreign or second language acquisition. Psychological fa...

  3. Student Physical Education Teachers' Well-Being: Contribution of Basic Psychological Needs

    Science.gov (United States)

    Ciyin, Gülten; Erturan-Ilker, Gökçe

    2014-01-01

    This study adopted Self-Determination Theory tenets and aimed to explore whether student physical education (PE) teachers' satisfaction of the three basic psychological needs independently predicts well-being. 267 Turkish student PE teachers were recruited for the study. Two stepwise multiple regression analysis was performed in which each outcome…

  4. Emotional Intelligence, Cognitive Flexibility and Psychological Symptoms in Pre-Service Teachers

    Science.gov (United States)

    Gunduz, Bulent

    2013-01-01

    The purpose of this study is to examine the relationship between emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. The study included 414 pre-service teachers at the Faculty of Education, Mersin University, Turkey. Pearson product-moment correlation and multiple regression analyses were used to…

  5. Relationships between Teacher Organizational Commitment, Psychological Hardiness and Some Demographic Variables in Turkish Primary Schools

    Science.gov (United States)

    Sezgin, Ferudun

    2009-01-01

    Purpose: The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools. Design/methodology/approach: A total of 405 randomly selected teachers working at primary schools in Ankara…

  6. Emotional Intelligence, Cognitive Flexibility and Psychological Symptoms in Pre-Service Teachers

    Science.gov (United States)

    Gunduz, Bulent

    2013-01-01

    The purpose of this study is to examine the relationship between emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. The study included 414 pre-service teachers at the Faculty of Education, Mersin University, Turkey. Pearson product-moment correlation and multiple regression analyses were used to…

  7. Investigating Teachers' Professional Life Quality Levels in Terms of the Positive Psychological Capital

    Science.gov (United States)

    Yalçin, Sinan; Isgör, Isa Y.

    2017-01-01

    This study, which investigated the relationship between teachers' professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated…

  8. Relationship among Workplace Spirituality, Meaning in Life, and Psychological Well-Being of Teachers

    Science.gov (United States)

    Liang, Jin-long; Peng, Lan-xiang; Zhao, Si-jie; Wu, Ho-tang

    2017-01-01

    This study set out to analyze the relationship among teachers' workplace spirituality, sense of meaning in life, and psychological well-being. Taking 610 teachers as its subjects, the study employed three scales: one to measure the subjects' sense of workplace spirituality, another to measure their sense of meaning in life, and a third to measure…

  9. An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice

    Science.gov (United States)

    Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

    2011-01-01

    The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

  10. An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice

    Science.gov (United States)

    Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

    2011-01-01

    The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

  11. Impact of Psychological Hardiness and Self-Monitoring on Teacher Burnout

    Science.gov (United States)

    Erkutlu, Hakan

    2012-01-01

    The purpose of this research is to examine the moderating effects of psychological hardiness and self-monitoring on the linkage between organizational politics and teacher burnout. Totally 1344 teachers from 112 high schools chosen by random method in Ankara, Istanbul, Adana, Antalya, Samsun, Kahramanmaras, Adiyaman and Gaziantep in 2010-2011…

  12. Impact of Psychological Hardiness and Self-Monitoring on Teacher Burnout

    Science.gov (United States)

    Erkutlu, Hakan

    2012-01-01

    The purpose of this research is to examine the moderating effects of psychological hardiness and self-monitoring on the linkage between organizational politics and teacher burnout. Totally 1344 teachers from 112 high schools chosen by random method in Ankara, Istanbul, Adana, Antalya, Samsun, Kahramanmaras, Adiyaman and Gaziantep in 2010-2011…

  13. Biopsychosocial impact of the voice in relation to the psychological features in female student teachers.

    NARCIS (Netherlands)

    Meulenbroek, L.F.P.; Thomas, G.; Kooijman, P.G.C.; Jong, F.I.C.R.S. de

    2010-01-01

    OBJECTIVE: The aim of the study was to assess biopsychosocial impact of the voice in relation to the psychological features in female student teachers. METHODS: This research was a cross-sectional study in 755 student teachers using general questionnaires, the Voice Handicap Inventory (VHI), Type D

  14. Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

    Science.gov (United States)

    Kim, Jung In

    2015-01-01

    The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

  15. Validating the Psychological Climate Scale in Voluntary Child Welfare

    Science.gov (United States)

    Zeitlin, Wendy; Claiborne, Nancy; Lawrence, Catherine K.; Auerbach, Charles

    2016-01-01

    Objective: Organizational climate has emerged as an important factor in understanding and addressing the complexities of providing services in child welfare. This research examines the psychometric properties of each of the dimensions of Parker and colleagues' Psychological Climate Survey in a sample of voluntary child welfare workers. Methods:…

  16. Psychological Support for Teachers with Signs of Burnout: Base and Guidelines Reference

    Directory of Open Access Journals (Sweden)

    Demyanchuk R.V.

    2015-12-01

    Full Text Available Problems of research considered in present article, is the study of the bases and guidelines of the organization and the content of the psychological support to teachers with signs of burnout. With the method of burnout diagnosis of V.V. Boyko surveyed 502 teachers, 264 of them - work in special (correctional educational institutions (average age 41,06 years, 238 - in general education (mean age 39,95 years. The symptoms of burnout and symptoms of its formation phase were analyezed (on the model of V. Boyko. Significant differences in the study groups of teachers are set on the basis of the experience of stressful circumstances, feeling "driven into the cage" and inadequate selective emotional response, as well as the frequency of occurrence of the parameter signs Resistance phase. On the basis of similarity of signs of dominance in the manifestations of burnout in teachers study groups concluded that there is basic opportunity of developing a single model of psychological assistance for teachers with signs of burnout, regardless of the type or kind of educational institution. A number of landmarks for the organization and content of the psychological work with the teachers were suggested, based on the creation of conditions for their psychological support and psychological support technology, built on the basis of the process approach.

  17. Preliminary Validation of the Scale of Attitudes from Psychologists and psychology students (IAPE

    Directory of Open Access Journals (Sweden)

    Cristóbal Guerra

    2015-11-01

    Full Text Available The process of training psychologists involves addressing both technical skills and generic or attitudinal competencies. However, there are not instruments for assessing attitudinal skills in psychologists and psychology students. Therefore, the aim of the study was to describe the process of construction and preliminary validation of an instrument of attitudinal competencies in psychologists and psychology students (IAPE. 152 students and graduates of psychology were considered in the different phases of the study. Participants answered the IAPE and another two instruments to assess convergent and divergent validity. Results showed that the final instrument consist of 17 items has one-factor structure with adequate internal consistency. Furthermore, they showed the validity (convergent, divergent and discriminant of the instrument. Finally, it is discussed the usefulness of this instrument in the national context. At the same time it is been said that this is a preliminary study, being necessary futher researchs to conclude about IAPE validity.

  18. The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools

    NARCIS (Netherlands)

    Geijsel, F.P.; Sleegers, P.J.C.; Stoel, R.D.; Krüger, M.L.

    2009-01-01

    In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their school

  19. A Probe into Psychological Training for Professionalization Development of College Teachers

    Directory of Open Access Journals (Sweden)

    Yong Zhao

    2013-03-01

    Full Text Available This study studies the probe into psychological training for professionalization development of college teachers. Professional quality is the key element of the quality structure of teachers as well as a major indicator of the professionalized level of teachers. The development of teacher professionalization is influenced by personal factors, school factors, governments’ educational policies, the society’s cognition and location of teachers’ roles and many other factors; the dominant influencing factors under the specific conditions in different periods are various and we shall understand the main factors influencing the development of professionalization under specific conditions to promote the professional development of teachers. With the acceleration of social development, psychological factors, among the personal factors come to play a supporting and dominating role in the development of teacher professionalization, which influence the speed and professionalized level of teachers’ professionalization development. Therefore, the exploration and research into the establishment of a psychological training system in the professionalization development of college teachers is of vital importance for the development of teacher professionalization.

  20. Validation of the Danish-language psychological well-being-post-traumatic changes questionnaire

    DEFF Research Database (Denmark)

    la Cour, Peter; Sternhagen Nielsen, Anni Brit; Andersen, Soren Bo

    2016-01-01

    , Cronbach’s alpha was .94, and no statistically unstable items were found. In terms of validity, the scale correlated in the predicted directions with measures of psychological distress, experienced trauma, and sociodemographic data. The PWB-PTCQ and the PTGI instruments showed contrasting correlations...... with the psychological distress measures; the PWB-PTCQ did not correlate, whereas the PTGI correlated positively. The Danish-language version of the PWB-PTCQ is found valid and reliable.......The Psychological Well-Being–Post-Traumatic Changes Questionnaire (PWB-PTCQ) is an 18-item self-report measure for assessing perceived changes in psychological well-being following traumatic events. The aim of the study was to translate, adapt, and test a Danish-language version...

  1. Objectives of Training Programs for Secondary School Teachers of Psychology.

    Science.gov (United States)

    Mosher, Ralph L.

    Basic assumptions of this paper are that psychology should be and will be taught in American high schools. Two basic arguments for teaching pre-college psychology are to teach students the scientific method and to familiarize students about ways in which human beings develop and behave, in the long run upgrading human potential. Rather than a…

  2. [Validity of the Child Psychiatric Hospital Teacher Questionnaire for the assessment of ADHD. Teacher's version].

    Science.gov (United States)

    Ulloa, R E; Narváez, M R; Arroyo, E; del Bosque, J; de la Peña, F

    2009-01-01

    Teacher's rating scales for the evaluation of attention deficit and superactivity disorder (TDAH) and conduct disorders have been shown to be useful and valid tools. The Child Psychiatric Hospital Teacher Questionnaire (CPHTQ) of the Hospital Psiquiátrico Infantil Dr. Juan N. Navarro was designed for the assessment of ADHD symptoms, externalizing symptoms and school functioning difficulties of children and adolescents. Internal consistency, criterion validity, construct validity and sensitivity of the scale to changes in symptom severity were evaluated in this study. The scale was administered to 282 teachers of children and adolescents aged 5 to 17 years who came to a unit specialized in child psychiatry. The validity analysis of the instrument showed that the internal consistency measured by Cronbach's alpha was 0.94. The factorial analysis yielded 5 factors accounting for 59.1% of the variance: hyperactivity and conduct symptoms, predatory, conduct disorder, inattentive, poor functioning and motor disturbances. The CPHTQ scores on the scale showed positive correlation with the Clinical Global impression (CGI) scale in the patients' response to drug treatment. The CPHTQ shows adequate validity characteristics that demonstrate its utility in the evaluation of patients with ADHD and its comorbidity with other behavior disorders.

  3. Relationship between blood pressure and psychological features of experience and behaviour among teachers

    OpenAIRE

    Marcus Stueck; Thomas Rigotti; Juliet Roudini; Edgar Galindo; Dian S. Utami

    2016-01-01

    Background Relationships between psychological features and psychophysical parameters, such as blood pressure, have a high relevance in research on coping with stress. We want to investigate the correlation between blood pressure and these psychological features. Participants and procedure We investigated 79 teachers from high schools and secondary schools in and around Leipzig, Germany. Using the systolic blood pressure as an indicator, we formed three groups: hypotensive...

  4. Long working hours and psychological distress among school teachers in Japan.

    Science.gov (United States)

    Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

    2015-01-01

    Long working hours have the possibility to influence human health. In Japan, it is well known that teachers have long working hours, and the number of leaves of absence due to mental disorders among public school teachers increased from 2,687 in 2002 to 4,960 in 2012. The aim of this study was to investigate the association between long working hours and psychological distress among school teachers. This cross-sectional study was conducted from mid-July to September in 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics, including working hours, and responses to the General Health Questionnaire-28 were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and psychological distress by gender. Of the 1,245 teachers contacted, 558 (44.8%) responded. After excluding responses with missing data, the final sample included 522 teachers (337 males and 185 females). Psychological distress was identified in 47.8% of males and 57.8% of females. Our results showed a significantly increased risk only in males working >60 hours per week (adjusted OR=4.71 [95% CI 2.04-11.56]) compared with those working ≤40 hours per week. There were no significant associations between long working hours and psychological distress for females. There is a significant association between long working hours and psychological distress in male teachers. However, the causal relationship remains unclear. Further studies such as cohort studies with large sample sizes are needed.

  5. Teacher and Student-Focused Approaches: Influence of Learning Approach and Self-Efficacy in a Psychology Postgraduate Sample

    Science.gov (United States)

    Kaye, Linda K.; Brewer, Gayle

    2013-01-01

    The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology (N = 113) completed a questionnaire measuring their use of a teacher- or…

  6. Psychological Empowerment as a Mediator between Teachers' Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors

    Science.gov (United States)

    Shapira-Lishchinsky, Orly; Tsemach, Sigalit

    2014-01-01

    Purpose: This study explores the mediating role of psychological empowerment on authentic leadership, organizational citizenship behaviors (OCB), and a variety of withdrawal behaviors among teachers, using the psychological model of perceptions-attitudes-behaviors. Research Design: A total of 366 teachers from 23 randomly selected Israeli schools…

  7. Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

    Science.gov (United States)

    Saltan, Fatih

    2015-01-01

    The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

  8. The predictive utility of neuropsychological symptom validity testing as it relates to psychological presentation.

    Science.gov (United States)

    Zakzanis, Konstantine K; Gammada, Emnet; Jeffay, Eliyas

    2012-01-01

    The present study examined the relationship between multiple neuropsychological symptom validity tests (SVTs) and psychological presentation. More formally, we set out to determine if performance on neuropsychological SVTs was related to psychological symptom credibility and which specific neuropsychological SVTs were most associated with noncredible psychological presentation. Archival records from 106 litigating examinees were utilized in this study. Our results illustrate that neuropsychological SVTs are modestly related to psychological symptom credibility and that specific neuropsychological SVTs are variably associated to this end. We conclude that when multiple, but not independent, neuropsychological SVTs are employed within the context of a neuropsychological examination, they do have clinical utility as it relates to credibility of psychological presentation and these constructs do share variance reciprocally in clinically meaningful ways. When independently employed, however, the observed relationship is modest at best. Hence, to place clinical opinion on firmer scientific grounds within the context of a neuropsychological examination, multiple cognitive SVTs, in hand with psychological test instruments that include validity indexes, are essential to derive opinion that is based on science rather than faith in the instance of litigation when an incentive to manifest disability for the sake of an external reward holds probable.

  9. [Validated Instruments for the Psychological Assessment of Unaccompanied Refugee Minors - a Systematic Review].

    Science.gov (United States)

    Rassenhofer, Miriam; Fegert, Jörg Michael; Plener, Paul L; Witt, Andreas

    2016-01-01

    The German care system faces a growing number of unaccompanied refugee minors (URM). URM show high levels of traumatization, a variety of psychological symptoms and lack important resilience factors. Therefore an early and valid psychological assessment is important for intervention and service planning. Yet, no systematic review on validated instruments for the assessment of this group exists. Literature search revealed one study about translators in the assessment of URM and five validated instruments for proxy and self-report. These instruments are available in several languages and showed good psychometric properties. It has to be critically stated that all instruments have been validated by a single work group within a single population. Especially with regards to changing definitions of Posttraumatic Stress Disorder within the new (and upcoming) classification systems ICD-11 and DSM-5, increased awareness for diagnostic procedures is necessary. Additionally, more validated instruments for specific psychological disorders in multiple languages are needed. Under an economic perspective the use of open access questionnaires that are available in different languages seems useful, even if they are not especially validated for URM.

  10. Psychological entitlement: interpersonal consequences and validation of a self-report measure.

    Science.gov (United States)

    Campbell, W Keith; Bonacci, Angelica M; Shelton, Jeremy; Exline, Julie J; Bushman, Brad J

    2004-08-01

    Nine studies were conducted with the goal of developing a self-report measure of psychological entitlement and assessing its interpersonal consequences. The Psychological Entitlement Scale (PES) was found to be reliable and valid (Study 1, 2), not associated with social desirability (Study 2), stable across time (Study 3), and correlated negatively with two of the Big Five factors: agreeableness and emotional stability (Study 4). The validity of the PES was confirmed in studies that assessed willingness to take candy designated for children (Study 5) and reported deservingness of pay in a hypothetical employment setting (Study 6). Finally, the PES was linked to important interpersonal consequences including competitive choices in a commons dilemma (Study 7), selfish approaches to romantic relationships (Study 8), and aggression following ego threat (Study 9). Psychological entitlement has a pervasive and largely unconstructive impact on social behavior.

  11. Validation of the Basic Psychological Needs in Exercise Scale in a Portuguese sample.

    Science.gov (United States)

    Moutão, João Miguel Raimundo Peres; Serra, Luis Filipe Cid; Alves, José Augusto Marinho; Leitão, José Carlos; Vlachopoulos, Symeon P

    2012-03-01

    In line with self-determination theory (SDT: Deci & Ryan, 1985, 2002) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness has been identified as an important predictor of behavior and optimal functioning in various contexts including exercise. The lack of a valid and reliable instrument to assess the extent to which these needs are fulfilled among Portuguese exercise participants limits the evaluation of causal links proposed by SDT in the Portuguese exercise context. The aim of the present study was to translate into Portuguese and validate the Basic Psychological Needs in Exercise Scale (BPNES: Vlachopoulos & Michailidou, 2006). Using data from 522 exercise participants the findings provided evidence of strong internal consistency of the translated BPNES subscales while confirmatory factor analysis supported a good fit of the correlated 3-factor model to the data. The present findings support the use of the translated into Portuguese BPNES to assess the extent of basic psychological need fulfilment among Portuguese exercise participants.

  12. Validity and Reliability of Portfolio Assessment in Pre-Service Teacher Education

    Science.gov (United States)

    Meeus, Wil; Van Petegem, Peter; Engels, Nadine

    2009-01-01

    This article concentrates on the validity and reliability of portfolio assessment as used in pre-service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre-service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the…

  13. Psychological and physical features of teachers' labour activity

    Directory of Open Access Journals (Sweden)

    Kolumbet A.N.

    2012-09-01

    Full Text Available Purpose of work - to educe professionally important physical internalss, personal properties and requirements to motive preparedness of teachers. It is set that implementation of professional duties requires from teachers of high schools of display of general endurance, force of muscles of back, neck, stomach and hands (especially brushes. It allows to count the indicated internalss professionally important. The terms of enhanceable nervously - emotional excitation foresee requirements to adaptation possibilities of workers, their psychical firmness and physical capacity. It is necessary to distinguish from a number psychophysical functions attention (distribution, volume, memory, even temper, communicability and firmness to stresses. It is set that insufficient physical preparedness of teachers straight influences on fatigueability in the process of work. It is educed, that most teachers see a benefit in the specialized physical preparation of students to the future profession.

  14. Students' Perception of Causes and Effect of Teachers' Psychological Abuse in Senior Secondary Schools in Borno State, Nigeria

    Science.gov (United States)

    Pur, Hamsatu Joseph; Liman, Mukhtar Alhaji; Ali, Domiya G.

    2016-01-01

    This study was carried out on the students' perception of the causes and effect of teachers' psychological abuse in senior secondary schools in Borno State, Nigeria. Different forms of psychological abuse, perceptions, causes and effect of psychological abuse were discussed. The main objective of the study is to determine the perception of…

  15. Development and Validation of a Psychological Sense of LGBT Community Scale

    Science.gov (United States)

    Lin, Yen-jui; Israel, Tania

    2012-01-01

    The focus of this study was the development and validation of a Psychological Sense of LGBT Community Scale (PSOC-LGBT), designed to assess the degree to which self-identified lesbian, gay, bisexual, and transgender (LGBT) persons report feelings of belonging to and being able to depend on their local LGBT community, as well as the degree to which…

  16. Development and Validation of a Psychological Sense of LGBT Community Scale

    Science.gov (United States)

    Lin, Yen-jui; Israel, Tania

    2012-01-01

    The focus of this study was the development and validation of a Psychological Sense of LGBT Community Scale (PSOC-LGBT), designed to assess the degree to which self-identified lesbian, gay, bisexual, and transgender (LGBT) persons report feelings of belonging to and being able to depend on their local LGBT community, as well as the degree to which…

  17. First-Person Educational Psychology for Teacher Education Majors: A Biofunctional Understanding Intervention

    Science.gov (United States)

    Iran-Nejad, Asghar; Stewart, William; Robinson, Cecil

    2015-01-01

    This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional understanding as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in…

  18. Examination on the View of School Administrators and Teachers to School Counselor (Psychological Counselor)

    Science.gov (United States)

    Camadan, Fatih; Kahveci, Gokhan

    2013-01-01

    The main purpose of this study is to examine the view of school administrators and teachers to school counselor (Psychological Counselor) by metaphor analysis. Comparison method of relational screening models has been followed during the research. Content analysis of qualitative analysis methods has been followed to analyze collected data. Study…

  19. Review of Brief School-Based Positive Psychological Interventions: A Taster for Teachers and Educators

    Science.gov (United States)

    Shankland, Rébecca; Rosset, Evelyn

    2017-01-01

    Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school…

  20. Psychological capital: Internal and external validity of the Psychological Capital Questionnaire (PCQ-24 on a South African sample

    Directory of Open Access Journals (Sweden)

    Gina Görgens-Ekermans

    2013-03-01

    Full Text Available Orientation: Psychological capital (PsyCap is a relatively novel construct measured with the Psychological Capital Questionnaire 24 (PCQ-24. Only one published South African study on the instrument exists, providing inconsistent psychometric results, when compared with other United States of America (USA and non-USA studies.Research purpose: The objectives of this study were to investigate the internal validity (construct and discriminant validity, reliability and external validity (relationship with theoretically relevant variables, namely stress, burnout and work engagement of the PCQ-24.Motivation for the study: Multiple studies have underscored the value of PsyCap within the workplace. In order to harness the full potential of the construct in the South African environment, sound measurement thereof, evidenced by a psychometrically sound instrument, is needed.Research design, approach and method: A cross-sectional survey design was used. The sample consisted of employees at managerial and non-managerial levels, from a medium-sized construction company in the Western Cape, South Africa. In addition to PsyCap, perceived stress, work-related burnout and work engagement were measured.Main findings: The results provided preliminary evidence of construct and discriminant validity, reliability and significant relations with external theoretically relevant variables.Practical/managerial implications: Researchers may confidently use the PCQ-24 to measure the construct of PsyCap and investigate relations with workplace outcomes in the South African environment, informing human relations practices.Contribution/value-add: Preliminary evidence of the psychometric properties of the PCQ-24, which measures the construct of PsyCap (consisting of hope, self-efficacy, resilience and optimism on a South African sample, was provided in this study.

  1. Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility

    Science.gov (United States)

    Zhang, Qin; Sapp, David A.

    2013-01-01

    This research comprises two studies examining the antecedents and outcomes of psychological reactance in teacher requests in the instructional context. In Study 1 we investigated the mediating role of reactance in the relationship of perceived teacher request politeness and teacher-student relationship distance with student resistance intention.…

  2. Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility

    Science.gov (United States)

    Zhang, Qin; Sapp, David A.

    2013-01-01

    This research comprises two studies examining the antecedents and outcomes of psychological reactance in teacher requests in the instructional context. In Study 1 we investigated the mediating role of reactance in the relationship of perceived teacher request politeness and teacher-student relationship distance with student resistance intention.…

  3. FORENSIC-CLINICAL INTERVIEW: RELIABILITY AND VALIDITY FOR THE EVALUATION OF PSYCHOLOGICAL INJURY

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    Francisca Fariña

    2013-01-01

    Full Text Available Forensic evaluation of psychological injury involves the use of a multimethod approximation i.e., a psychometric instrument, normally the MMPI-2, and a clinical interview. In terms of the clinical interview, the traditional clinical interview (e.g., SCID is not valid for forensic settings as it does not fulfil the triple objective of forensic evaluation: diagnosis of psychological injury in terms of Post Traumatic Stress Disorder (PTSD, a differential diagnosis of feigning, and establishing a causal relationship between allegations of intimate partner violence (IPV and psychological injury. To meet this requirement, Arce and Fariña (2001 created the forensic-clinical interview based on two techniques that do not contaminate the contents i.e., reinstating the contexts and free recall, and a methodic categorical system of contents analysis for the diagnosis of psychological injury and a differential diagnosis of feigning. The reliability and validity of the forensic-clinical interview designed for the forensic evaluation of psychological injury was assessed in 51 genuine cases of (IPV and 54 mock victims of IPV who were evaluated using a forensic-clinical interview and the MMPI-2. The result revealed that the forensic-clinical interview was a reliable instrument (α = .85 for diagnostic criteria of psychological injury, and α = .744 for feigning strategies. Moreover, the results corroborated the predictive validity (the diagnosis of PTSD was similar to the expected rate; the convergence validity (the diagnosis of PTSD in the interview strongly correlated with the Pk Scale of the MMPI-2, and discriminant validity (the diagnosis of PTSD in the interview did not correlate with the Pk Scale in feigners. The feigning strategies (differential diagnosis also showed convergent validity (high correlation with the Scales and indices of the MMPI2 for the measure of feigning and discriminant validity (no genuine victim was classified as a feigner

  4. Developing the Psychological Strain Scales (PSS): Reliability, Validity, and Preliminary Hypothesis Tests.

    Science.gov (United States)

    Zhang, Jie; Lu, Juncheng; Zhao, Sibo; Lamis, Dorian A; Li, Ning; Kong, Yuanyuan; Jia, Cunxian; Zhou, Li; Ma, Zhenyu

    2014-01-01

    Since its inception, the Strain Theory of Suicide has been tested and supported in a number of empirical studies. This social psychological theory can be employed as a complementary conceptualization to account for suicidal behaviors as well as mental disorders. However, the lack of consistent measurements of the strains limits the application of the theory in scientific research. Our research team has developed such scales for future testing of the Strain Theory of Suicide in a more systematic approach. For the initial items to measure the four strains (value, aspiration, deprivation, and coping), we solicited approximately 40 items for each strain with high face validity by about 30 fellow researchers. A preliminary examination of about 160 items for consistency and validity, with a sample of about 300 college students, yielded 20 consistent items for each of the four strain scales. Then, a second study was conducted at a different university with approximately 500 students to further streamline each of the four strain scales and test the validity of each with corresponding established scales and variables. As a result, 15 items were selected for each of the four Psychological Strain Scales (PSS). In correlation and multiple regression analyses, we found support for the hypotheses regarding the positive associations between psychological strains measured by the PSS and psychopathology including suicidal ideation. Follow up research with the new scales needs to be carried out in order to test the effects of psychological strains on suicide and mental disorders for various populations.

  5. Toward the assessment of psychological empowerment in health promotion: initial tests of validity and reliability.

    Science.gov (United States)

    Rissel, C; Perry, C; Finnegan, J

    1996-08-01

    Because of the importance of empowerment in health promotion, the measurement of empowerment is a priority for health promotion research. The present study sought to develop a valid and reliable instrument to assess psychological empowerment and to resolve the theoretical question of whether psychological empowerment is a topic-specific or general construct. University of Minnesota employees (n = 160) completed two different versions of empowerment questionnaires. One of the questionnaires measured general empowerment; the other was specific to alcohol use prevention. Reasonable reliability was demonstrated in a previously developed general empowerment instrument (Cronbach's alpha coefficient of 0.84) and for an alcohol-specific instrument (Cronbach's alpha coefficient of 0.78). Construct validity for the alcohol-specific instrument was demonstrated by appropriate significant correlations between subscales and overall scores for both instruments. Predictive validity tests partially supported the concept that psychological empowerment is topic-specific, although further testing with a more representative population may be needed to resolve this question. The results suggest that the alcohol-specific psychological empowerment instrument could be used in the evaluation of community alcohol abuse prevention programmes.

  6. Psychological factors of the readiness of teachers to ensure social security in the educational environment.

    Directory of Open Access Journals (Sweden)

    Shmeleva E.A.

    2015-03-01

    Full Text Available The negative sociocultural transformations that are taking place in modern society and the resulting psychological transformation of personality and mode of life strongly require searching for ways of providing social safety to the next generation, with teachers being the implementers of this process. Teachers’ professionalism is determined by their willingness to solve personal and socially relevant problems, including the willingness to provide social security for other people, to thwart social risks, and to build constructive interpersonal relationships. The aim of our research was to reveal and to analyze the psychological factors affecting the readiness of teachers to ensure social security in educational environments. The environmental factors of social risk have been theoretically characterized. It has been shown that the essential factor in ensuring students’ social security is providing a safe social environment in educational institutions; such an environment provides the learners and the teachers with sociopsychological security and psychosocial well-being. The empirical part of our study was devoted to identifying negative social phenomena in the schools in the Ivanovo region (with the help of a questionnaire administered to 700 students and to identifying the personally and professionally important qualities of the teachers and the subjective psychological factors of their readiness to ensure social security in the educational environment (through interviewing 300 teachers; the administration of the questionnaires and the interviewing were followed by an assessment of their significance (with the help of a questionnaire administered to 140 teachers. Using factor analysis we identified the relevant indicators and grouped them into six factors of the readiness of teachers to ensure a safe educational environment. Relevant personal and professional qualities of teachers were revealed; these are the subjective factors of the

  7. The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

    NARCIS (Netherlands)

    Dinther, van M.; Dochy, P.; Segers, M.; Braeken, J.

    2013-01-01

    This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy

  8. The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

    NARCIS (Netherlands)

    Dinther, van M.; Dochy, P.; Segers, M.; Braeken, J.

    2013-01-01

    This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy co

  9. Measuring Psychological Capital: Construction and Validation of the Compound PsyCap Scale (CPC-12.

    Directory of Open Access Journals (Sweden)

    Timo Lorenz

    Full Text Available With the Psychological Capital Questionnaire (PCQ being the standard measure to assess psychological capital (PsyCap in the context of organizations, this paper aims to broaden this domain-specific approach by introducing a measure with universal claim. Two studies were conducted to create and validate a German self-report scale (CPC-12 measuring PsyCap. We performed confirmatory factor analyses and correlations with other positive psychological constructs on the data of two German samples (N1 = 321; N2 = 202. The twelve-item CPC-12 exhibits the anticipated factorial structure with a very good model fit and associations to other constructs concur with previous findings with other measures of PsyCap.

  10. Measuring Psychological Capital: Construction and Validation of the Compound PsyCap Scale (CPC-12).

    Science.gov (United States)

    Lorenz, Timo; Beer, Clemens; Pütz, Jan; Heinitz, Kathrin

    2016-01-01

    With the Psychological Capital Questionnaire (PCQ) being the standard measure to assess psychological capital (PsyCap) in the context of organizations, this paper aims to broaden this domain-specific approach by introducing a measure with universal claim. Two studies were conducted to create and validate a German self-report scale (CPC-12) measuring PsyCap. We performed confirmatory factor analyses and correlations with other positive psychological constructs on the data of two German samples (N1 = 321; N2 = 202). The twelve-item CPC-12 exhibits the anticipated factorial structure with a very good model fit and associations to other constructs concur with previous findings with other measures of PsyCap.

  11. Psychological Peculiarities of Teachers with Different Work Capacity Levels

    Directory of Open Access Journals (Sweden)

    O. I. Dorogina

    2012-01-01

    Full Text Available The paper considers the issue of teacher’s work capacity optimization. The research is aimed at defining teachers’ psychological peculiarities relating to their work capacity level and creating the assistance program for its optimization. In the course of the program implementation, its effectiveness has being proved, the low work capacity being optimized by developing self-control, emotional stability and decreasing the aggressive reactions in frustrating situations. The research findings can be applied while creating programs for teachers’ further training as well as for students training courses. 

  12. Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers

    Science.gov (United States)

    Yangin, Selami; Sidekli, Sabri

    2016-01-01

    The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and…

  13. Teacher-Classified Peer Social Status: Preliminary Validation and Associations with Behavior Ratings

    Science.gov (United States)

    Andrade, Brendan F.; Waschbusch, Daniel A.; King, Sara; Thurston, Catherine; McNutt, Lisa; Terrio, Branka

    2005-01-01

    This study investigated whether teacher ratings may be a valid alternative measure of social status in elementary school children, and whether teacher social status ratings are distinct from their disruptive behavior ratings. Participants were 1,596 elementary school children in seven schools in eastern Canada. Teacher ratings of social status and…

  14. Annual Research Review: Threats to the validity of child psychiatry and psychology.

    Science.gov (United States)

    Rutter, Michael; Pickles, Andrew

    2016-03-01

    Suggestions have been made that many claims concern false-positive findings in the field of child psychology and psychiatry. The literature was searched for concepts and findings on the validity of child psychiatry and psychology. Substantial progress has been made in some, but not all, areas and considerable challenges remain in all. The two major threats to validity concern the inability to examine brain tissues in life and the evidence that there is a high overlap among disorders. We emphasize the need to follow published guidelines on preplanned analyses and we note the dangers associated with unregulated flexibility in data analysis. We note the very important clinical and developmental findings that have been ignored, perhaps partly because of an excessive focus on technologies. Nevertheless, we are positive about both the accomplishments and the ways in which challenges are being met. © 2015 Association for Child and Adolescent Mental Health.

  15. Creative poetry workshop as a means to develop creativity and provide psychological security of a teacher

    Directory of Open Access Journals (Sweden)

    N.T. Oganesyan

    2013-07-01

    Full Text Available A creative approach to the implementation of the Federal state standard of general education implies a supportive psychologically safe learning environment, professional readiness of educators to teaching, expressed in creativity, emotional stability, as well as reflection. The teachers’ creativity and psychological stability level can be improved by the use of certain forms of work: training and creative poetry workshops. The results of the author's research suggest that participation in the poetry workshops stimulates reflection, increases stress resistance and creativity of teachers. Our approach allows us to consider the problem of stimulating the development of teachers’ personality as members of creative poetic process in theoretical and practice oriented perspective.

  16. Psychological collectivism: a measurement validation and linkage to group member performance.

    Science.gov (United States)

    Jackson, Christine L; Colquitt, Jason A; Wesson, Michael J; Zapata-Phelan, Cindy P

    2006-07-01

    The 3 studies presented here introduce a new measure of the individual-difference form of collectivism. Psychological collectivism is conceptualized as a multidimensional construct with the following 5 facets: preference for in-groups, reliance on in-groups, concern for in-groups, acceptance of in-group norms, and prioritization of in-group goals. Study 1 developed and tested the new measure in a sample of consultants. Study 2 cross-validated the measure using an alumni sample of a Southeastern university, assessing its convergent validity with other collectivism measures. Study 3 linked scores on the measure to 4 dimensions of group member performance (task performance, citizenship behavior, counterproductive behavior, and withdrawal behavior) in a computer software firm and assessed discriminant validity using the Big Five. The results of the studies support the construct validity of the measure and illustrate the potential value of collectivism as a predictor of group member performance.

  17. Development and validation of the PCQ: a questionnaire to measure the psychological consequences of screening mammography.

    Science.gov (United States)

    Cockburn, J; De Luise, T; Hurley, S; Clover, K

    1992-05-01

    We have developed a reliable and valid questionnaire to measure the psychological consequences of screening mammography. The questionnaire measures the effect of screening on an individual's functioning on emotional, social, and physical life domains. Content validity was ensured by extensive review of the relevant literature, discussion with professionals and interviews with attenders at a pilot Breast X-ray Screening Program in Melbourne, Australia. Discriminant validity was assessed by having expert judges sort items into dimensions which they appeared to be measuring. Acceptable levels of concordance (above 80%) with a priori classifications were found. Concurrent validity was demonstrated by comparison of subscale scores of 53 attenders at the Breast X-ray Program with an independent interview assessment of dysfunction on each of the emotional, social and physical dimensions. There was over 79% agreement between interview scores and questionnaire scores for each dimension. Construct validity was confirmed by showing that subscale scores varied in predicted ways. For women who were recalled for further investigation, scores on each subscale measuring negative consequences, were higher at the recall clinic than at screening clinic (emotional: t = -7.28; df = 70; P less than 0.001; physical: t = -2.53; df = 70; P = 0.014; social: t = -2.49; df = 70; P = 0.015). The internal consistency of all subscales was found to be acceptable. This questionnaire is potentially useful for assessing the psychological consequences of the screening process and should have wide application.

  18. PSYCHOLOGICAL ASPECTS OF PERCEPTION AND INDERSTANDING OF TEACHERS BY UNIVERSITY STUDENTS

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    Daniil K. Romanov

    2016-06-01

    Full Text Available Introduction: the paper is concerned with the problem of increasing the quality of training processes at the university. One of the ways is to increase the efficiency of educational dialogue in the system “teacher – student”. The paper presents a theoretical analysis of the problem of communication and interpersonal under standing. The authors highlight the basic functions of the other person’s image and his/her connection with the content of the joint activity. Materials and Methods: the authors used a technique of a free reference for solution of the problem along with application of the method of content analysis and several statistical methods. Sense bearing judgement serves as a unit of analysis that reflects some psychological qualities of a teacher. The study was carried out on the basis of National Research Mordovia State University. 100 students of humanities and natural science specialities took part in this survey: 50 people in each group. Results: the analysis of judgements allowed to define the essential components of a teacher’s image: wide- ness, content and structure. On average students highlight seven qualities in teachers. This tells of a low level of psychological competence. Humanities students have better results than students of natural science and technical specialties. The students perceive the teacher as a whole person. The content of the image includes not only professional skills, but also traits of character, temperament, behaviour and appearance. The analysis allowed to reveal the differences in the image of a teacher based on opinions of humanities students against technical specialties students. Differences in the perception of teacher’s image among students of Russian and Mordovian ethnicity were not found. Discussion and Conclusions: the practical significance of the study – ideas of modern students about a good teacher will lay foundation for determining the directions of teacher professional

  19. Psychological characteristics of emotional intelligence of teachers working with children with developmental disorders

    Directory of Open Access Journals (Sweden)

    KHRISTINA SAYKO

    2013-09-01

    Full Text Available The paper discusses emotional intelligence as a factor of effective teaching. Emotional intelligence, in broad interpretation, is defined as the ability to differentiate between positive and negative emotions, and the ability to change one’s emotional condition from a poor to a better one. Internal and external components are inherent in the emotional component, and they can provide stress protecting and adaptive functions of this integral concept. Also it highlights psychological characteristics of teachers working with children with developmental disorders. Psychological requirements for specialists who work with individuals with special educational needs include psychological willingness of a personality for this work. This willingness can be considered as an integrated quality of a personality including a system of motivation, knowledge, skills, certain experience, personal qualities that ensure successful activity. Keywords: ; ; ; ;

  20. Validation of the Slovene version of the Ryff's Scales of Psychological Well-Being

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    Andreja Avsec

    2010-01-01

    Full Text Available Metric characteristics of Slovene version of the Ryff's Scales of Psychological Well-Being (RPWB; Ryff, 1989 were analysed. The scales are based on the theoretical model of psychological well-being and refer to six areas of positive functioning of individual: self-acceptance, environmental mastery, personal growth, meaning in life, and autonomy. The construct validity of the original 84- item version of the RPWB was examined on the sample of 423 participants. Results of the multigroup component analysis indicate the problematic discriminative validity of some scales. Correlations with the Big Five are in accordance with our assumptions, and confirmed construct validity of the scales. Factor validity of the 25-item version of the RPWB was examined on the internet sample of 481 participants. Results indicate worse metric characteristics compared to the 84-item version. Because different versions of the scales (3-item, 4-item, 9-item, 14-item per scale version are in use, it would be reasonable to examine scales with more than 4 and less than 14 items per scale also in Slovene sample.

  1. Validation of Scores on the Psychological Empowerment Scale: A Measure of Empowerment for Parents of Children with a Disability.

    Science.gov (United States)

    Akey, Theresa M.; Marquis, Janet G.; Ross, Margaret E.

    2000-01-01

    Studied the construct validity for scores on a measure of psychological empowerment, the Psychological Empowerment Scale, for parents of children with a disability. Results of correlational analyses and group discrimination analyses of responses of 293 parents in 3 family support programs provide evidence of the convergent and discriminant…

  2. Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control

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    van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Mabbe, Elien

    2017-01-01

    This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (M[subscript age] youngest child = 8.54 years; SD = 0.89 and…

  3. Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control

    Science.gov (United States)

    van der Kaap-Deeder, Jolene; Vansteenkiste, Maarten; Soenens, Bart; Mabbe, Elien

    2017-01-01

    This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (M[subscript age] youngest child = 8.54 years; SD = 0.89 and…

  4. The Effect of Emotional Labor on Job Involvement in Preschool Teachers: Verifying the Mediating Effect of Psychological Capital

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    Fu, Ching-Sheue

    2015-01-01

    In this study, the participants comprised 385 preschool teachers. The relationship among their emotional labor, Job Involvement, and psychological capital were examined using hierarchical regression analysis. In addition, whether psychological capital exerted a mediating effect on Job Involvement was investigated. The results show that "deep…

  5. The construct validity and reliability of the Turkish version of Spreitzer's psychological empowerment scale

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    Turan Sevgi

    2010-03-01

    Full Text Available Abstract Background Today, many organizations have adopted some kind of empowerment initiative for at least part of their workforce. Over the last two decades, two complementary perspectives on empowerment at work have emerged: structural and psychological empowerment. Psychological empowerment is a motivational construct manifested in four cognitions: meaning, competence, self-determination and impact. The aim of this article is to examine the construct validity and reliability of the Turkish translation of Spreitzer's psychological empowerment scale in a culturally diverse environment. Methods The scale contains four dimensions over 12 statements. Data were gathered from 260 nurses and 161 physicians. The dimensionality of the scale was evaluated by exploratory factor analyses. To investigate the multidimensional nature of the empowerment construct and the validity of the scale, first- and second-order confirmatory factor analysis was conducted. Furthermore, Cronbach alpha coefficients were assessed to investigate reliability. Results Exploratory factor analyses revealed that four factors in both solutions. The first- and second-order factor analysis indicated an acceptable fit between the data and the theoretical model for nurses and physicians. Cronbach alpha coefficients varied between 0.81-0.94 for both groups, which may be considered satisfactory. Conclusions The analyses indicated that the psychometric properties of the Turkish version of the scale can be considered satisfactory.

  6. Preliminary validation of a questionnaire to measure basic psychological needs in Physical Education

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    A. Pires

    2010-01-01

    Full Text Available The self-determination theory is a psychological approach to motivation that focuses on causes and consequences of human behavior regulation. According several authors, this theoretical framework could provide important information about the student’s motivational process to physical education class, however, in Portugal does not exists any instrument to measure the basic psychological needs in this domain. So, the main propose of this study is the preliminary adaptation to physical education contexts of Basic Psychological Needs Exercise Scale (Portuguese version: BPNESp, and determine their initial psychometrics properties through an exploratory factor analysis. This propose was accomplished with a sample of 150 students (n=150 from de 2nd and 3rd CEB, aged from 11 to 16 years (M = 13.39, SD = 1.44 with different levels of sports practice. Results revealed a factorial structure just like the original model (12 items grouped in 3 factors, with 4 items hitch factor and presents acceptable values of validity and reliability. Those findings allow us to conclude, that questionnaire can be used in future investigations to measure the basic psychological needs in physical education.

  7. Internet pornography use: perceived addiction, psychological distress, and the validation of a brief measure.

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    Grubbs, Joshua B; Volk, Fred; Exline, Julie J; Pargament, Kenneth I

    2015-01-01

    The authors aimed to validate a brief measure of perceived addiction to Internet pornography refined from the 32-item Cyber Pornography Use Inventory, report its psychometric properties, and examine how the notion of perceived addiction to Internet pornography might be related to other domains of psychological functioning. To accomplish this, 3 studies were conducted using a sample of undergraduate psychology students, a web-based adult sample, and a sample of college students seeking counseling at a university's counseling center. The authors developed and refined a short 9-item measure of perceived addiction to Internet pornography, confirmed its structure in multiple samples, examined its relatedness to hypersexuality more broadly, and demonstrated that the notion of perceived addiction to Internet pornography is very robustly related to various measures of psychological distress. Furthermore, the relation between psychological distress and the new measure persisted, even when other potential contributors (e.g., neuroticism, self-control, amount of time spent viewing pornography) were controlled for statistically, indicating the clinical relevance of assessing perceived addiction to Internet pornography.

  8. Developing and Validating a Design for Teacher Portfolio Assessment

    Science.gov (United States)

    van der Schaaf, M. F.; Stokking, K. M.

    2008-01-01

    Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio…

  9. Educational Psychology's Instructional Challenge: Pre-Service Teacher Concerns Regarding Classroom-Level Data-Driven Decision-Making

    Science.gov (United States)

    Dunn, Karee E.

    2016-01-01

    Data-driven decision-making (DDDM) is a difficult topic to cover, but typically required, in the applied educational psychology course or other courses required for teacher licensure in the United States. While a growing body of literature indicates in-service teachers are resistant to DDDM and underprepared to engage in it, little has been done…

  10. Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology: Changing Epistemological View

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    Azam, Saiqa

    2016-01-01

    This paper describes an action research study aimed at challenging and changing the epistemological views of pre-service science teachers (PSTs) during a core course on educational psychology in a teacher education programme. The researcher, as an instructor, used this course to provide learning opportunities for PSTs to change their existing…

  11. Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

    Science.gov (United States)

    Perry, Chris; Ball, Ian

    2004-01-01

    This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

  12. Educational Psychology's Instructional Challenge: Pre-Service Teacher Concerns Regarding Classroom-Level Data-Driven Decision-Making

    Science.gov (United States)

    Dunn, Karee E.

    2016-01-01

    Data-driven decision-making (DDDM) is a difficult topic to cover, but typically required, in the applied educational psychology course or other courses required for teacher licensure in the United States. While a growing body of literature indicates in-service teachers are resistant to DDDM and underprepared to engage in it, little has been done…

  13. Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy.

    Science.gov (United States)

    Binks-Cantrell, Emily; Joshi, R Malatesha; Washburn, Erin K

    2012-10-01

    Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.

  14. Social and psychological characteristics of the class teacher interaction with students

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    E.B. Petrushikhina

    2013-07-01

    Full Text Available We summarize the results of socio-psychological studies of classroom management, performed on the basis of a theoretical model of value exchange, developed by R.L.Krichevsky. Classroom management is understood as a kind of management activity of a teacher, aimed at organizing group of students. Factor analysis revealed two major factors of the effectiveness of classroom management: the nature of the relationship between the students and their relations to the class teacher. As teacher’s activity characteristics, we considered manifestations of his attitudes toward students, leadership style, characteristics of individual interaction with students. It is shown that the activity of the class teacher, aimed at meeting the critical social needs of students, has two major dimensions: taking care about students and development of their motivation. We analyze the impact of social and perceptual characteristics of the teacher on the effectiveness of his interaction with students. We reveal the features of self-assessment and reflective evaluation of personality and activity of a class teacher, the specifics of causal attributions of success and failure of students in different areas of school life.

  15. The Meaning of Validity in the New "Standards for Educational and Psychological Testing": Implications for Measurement Courses.

    Science.gov (United States)

    Goodwin, Laura D.; Leech, Nancy L.

    2003-01-01

    The treatment of validity in the newest edition of "Standards for Educational and Psychological Testing" is quite different from coverage in earlier editions of the Standards and in most measurement textbooks. The view of validity in the 1999 Standards is discussed, and suggestions for instructors of measurement courses are offered. (Contains 56…

  16. Relating Knowledge about Reading to Teaching Practice: An Exploratory Validity Study of a Teacher Knowledge Assessment

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    Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

    2009-01-01

    The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an…

  17. Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) Instrument

    Science.gov (United States)

    Saderholm, Jon; Ronau, Robert; Brown, E. Todd; Collins, Gary

    2010-01-01

    The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle-school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was…

  18. Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative

    Science.gov (United States)

    Brady, Michael P.; Heiser, Lawrence A.; McCormick, Jazarae K.; Forgan, James

    2016-01-01

    High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P-12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who…

  19. Further Examination of the Convergent and Discriminant Validity of the Student-Teacher Relationship Scale

    Science.gov (United States)

    Doumen, Sarah; Verschueren, Karine; Buyse, Evelien; De Munter, Sofie; Max, Kristel; Moens, Loth

    2009-01-01

    Two studies extended psychometric research on the Student-Teacher Relationship Scale (STRS) with kindergarten and preschool children (N[subscript 1] = 60-7[subscript 1]; N[subscript 2] = 35) and their teachers. These studies used a multi-method approach to replicate and extend previous findings concerning the convergent validity of the STRS…

  20. Identification of Children at Risk of Dyslexia: The Validity of Teacher Judgements Using "Phonic Phases"

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    Snowling, Margaret J.; Duff, Fiona; Petrou, Alex; Schiffeldrin, Josie; Bailey, Alison M.

    2011-01-01

    We report an investigation of the validity of teachers' ratings of children's progress in "phonics" as a screener for dyslexia. Seventy-three 6-year-olds from a whole school population were identified as "at risk" of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in…

  1. Exploring the Social Validity of Teacher Praise Notes in Elementary School

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    Howell, Angela; Caldarella, Paul; Korth, Bryan; Young, K. Richard

    2014-01-01

    The use of teacher-written praise notes has the potential to positively influence student classroom behavior and relationships. However, few studies have examined the social validity of praise in schools. The purpose of this study was to evaluate student, teacher, and parent perceptions of a school-wide praise note intervention implemented by…

  2. Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers

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    Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé

    2014-01-01

    Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…

  3. STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH

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    Langgeng Budianto

    2011-10-01

    Full Text Available This paper aims at describing psychological factors in language acquisition and learning for human being who learn second language acquisition. Stephens found that external factors such as the characteristic of teacher, class and school condition had consistently no relation with the success of learning foreign language. On the other hand, student’s psychological conditions, as one of the internal factors, are potential to influence the foreign or second language acquisition. Psychological factor is a factor that is mentally or spiritually concerned with the aspects in students’ acquisition. At least, four of many factors, such as anxiety, attitude, aptitude, and motivation influence the students’ process of language acquisition. However, to cope the psychological problems of learning second language, Kando, D. suggests the five strategies for coping with language anxiety, among of them are preparation strategy, relaxation, positive thinking, peer, and labeled resignation. Therefore, in maximizing the result of second language acquisition, the five strategies illustrated by Kando are important as an alternative solution.

  4. Helping Teachers Use Research Findings: The Consumer-Validation Process.

    Science.gov (United States)

    Eaker, Robert E.; Huffman, James O.

    A program stressing teacher involvement and classroom implementation of educational research findings is described. The program was designed to familiarize teachers with current findings, have them apply the findings in their classrooms, analyze their own teaching behavior, and critically evaluate the findings in terms of their applicability to…

  5. The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area

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    Atiyat, Omar Khalil

    2017-01-01

    This study aimed at measuring the level of the psychological burnout in the teachers of students that have autism symptoms in Al-Riyadh area--kingdom of Saudi Arabia. In light of variables. These variables are the gender, the teaching place, the academic qualification of the teachers, the experience of the teachers, the age of the teachers, and…

  6. Docentes de psicologia: formação profissional Psychology teachers: professional preparation

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    Ana Paula Porto Noronha

    2003-04-01

    Full Text Available O presente estudo propõe-se a fazer um levantamento sobre a formação dos docentes de Psicologia no que se relaciona aos seguintes aspectos: tempo de formado, instituição de formação, realização de pós-graduação, áreas de atuação. A amostra foi composta por 75 docentes de Psicologia, que responderam a um questionário enviado pelo correio. Os resultados demostraram que grande parte dos docentes de Psicologia possui algum tipo de pós-graduação; que os tipos de pós mais escolhidas são especialização e mestrado. A área de atuação mais desenvolvida é a clínica. Por ser este um estudo de levantamento, sugere-se que outras pesquisas sejam realizadas sobre o tema.The present work aims to monitor the preparation of teachers concerning the following topics: majoring time, institution of origin, post-graduation accomplishment, area of work. The sample comprised 75 teachers of Psychology, who answered a questionnaire sent by mail. Results showed that a great number of Psychology teachers have post-graduation studies; the most common post-graduation degrees are specialization and master. Most of them work at clinical tasks and among teachers. As this has been only a monitoring study, it is important to gather further information about the topic through future research.

  7. Effects of emotional dissonance and job burnout on the psychological heath of the nursery teachers

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    Choi, Kwang Il; Lee, Won Jae [Gachon University, Sungnam (Korea, Republic of)

    2016-12-15

    This study collected data from 467 nursery teachers and it aimed to investigate the association between mental health and emotional dissonance and job burnout of the day care nursery teachers. Measurement tool was developed, most of the questions having 5-point scale. The data were analyzed structural equation model with the statistical package IBM SPSS 23 and AMOS 21 with 5% percent of significance level. Main results are as follows. First, it was found that emotional dissonance of nursery teachers working in day care centers showed significant effect on the mental health such factors as job-stress (relationships with children and parents and work overload). Second, emotional dissonance were found to have a significant effect on job burnout, too. Third, job burnout had a significant effect on the mental health, job stress and psychological wellbeing. Fourth, job burnout was found to mediate partially on mental health and emotional dissonance. These findings suggest the importance of mental health promotion programs for child care teachers working in the day care centers.

  8. Understanding Student Teachers' Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing

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    Wong, Kung-Teck; Osman, Rosma bt; Goh, Pauline Swee Choo; Rahmat, Mohd Khairezan

    2013-01-01

    This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation…

  9. Establishing a Foundation for Valid Teacher Judgement on Student Learning: The Role of Pre-Service Assessment Education

    Science.gov (United States)

    DeLuca, Christopher; Chavez, Teresa; Cao, Chunhua

    2013-01-01

    The purpose of this research was to explore changes in teacher candidates' confidence in assessment as a foundation for promoting valid teacher judgements on student learning. Based on a sample of 48 teacher candidates enrolled in a semester-long measurement course at one teacher education programme in Florida, this survey-based study provided…

  10. Measuring Educators' Attitudes and Beliefs about Evaluation: Construct Validity and Reliability of the Teacher Evaluation Experience Scale

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.; Kettler, Ryan J.; Kurz, Alexander; Peters, Stephanie

    2016-01-01

    This study presents the reliability and validity of the Teacher Evaluation Experience Scale--Teacher Form (TEES-T), a multidimensional measure of educators' attitudes and beliefs about teacher evaluation. Confirmatory factor analyses of data from 583 teachers were conducted on the TEES-T hypothesized five-factor model, as well as on alternative…

  11. Validation of the four-dimensional symptom questionnaire (4DSQ) and prevalence of psychological symptoms in orthopedic shoulder patients.

    Science.gov (United States)

    Koorevaar, Rinco C T; Terluin, Berend; van 't Riet, Esther; Madden, Kim; Bulstra, Sjoerd K

    2016-04-01

    Psychological problems are common in shoulder patients. A validated psychological questionnaire measuring clinically relevant psychological symptoms (including distress, depression, anxiety, and somatization) in shoulder patients is lacking. The Four-Dimensional Symptom Questionnaire (4DSQ) is a self-report questionnaire to identify distress, depression, anxiety, and somatization which has been validated in primary care populations. The aim of this study was to validate the 4DSQ in orthopedic shoulder patients. We assessed whether the 4DSQ measures these four constructs the same way in an orthopedic population with shoulder problems compared to a general practice population. We also investigated the prevalence of psychological symptoms in shoulder patients. The shoulder group consisted of 200 consecutive patients and the general practice group comprised 368 patients, matched for gender and age. Differential item functioning analysis showed that the 4DSQ measures the different psychological symptoms in orthopedic shoulder patients the same way as in general practice patients. The shoulder patients tended to score higher on the somatization scale, resulting in a new cut-off point for somatization. The prevalence of distress, somatization, anxiety, and depression in the shoulder group was 23%, 14%, 10%, and 8%, respectively. It can be concluded from this study that the 4DSQ in orthopedic shoulder patients measures the same constructs as in general practice patients and can therefore be used in orthopedic practice to measure psychological symptoms in patients with shoulder complaints.

  12. Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher's Report Form: A Replication and Extension

    Science.gov (United States)

    Benner, Gregory J.; Beaudoin, Kathleen; Mooney, Paul; Uhing, Brad M.; Pierce, Corey D.

    2008-01-01

    In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating scale, the "Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition" (BERS-2; Epstein, M. H. (2004). "Behavioral and emotional rating scale" (2nd ed.). Austin, TX: PRO-ED) through…

  13. Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher's Report Form: A Replication and Extension

    Science.gov (United States)

    Benner, Gregory J.; Beaudoin, Kathleen; Mooney, Paul; Uhing, Brad M.; Pierce, Corey D.

    2008-01-01

    In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating scale, the "Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition" (BERS-2; Epstein, M. H. (2004). "Behavioral and emotional rating scale" (2nd ed.). Austin, TX: PRO-ED) through…

  14. Validation of the Teacher's Report Form for Teachers of Unaccompanied Refugee Minors

    Science.gov (United States)

    Bean, Tammy; Mooijaart, A.; Eurelings-Bontekoe, Elisabeth; Spinhoven, Philip

    2007-01-01

    The psychometric properties of the Dutch Teacher's Report Form (TRF) for teachers of Unaccompanied Refugee Minors (URM) were evaluated in this study. The teachers (n = 486) that participated received a Dutch TRF to report on the mental health of the unaccompanied minor. Hierarchical confirmative factor analysis and individual confirmatory factor…

  15. Validation of the Teacher's Report Form for Teachers of Unaccompanied Refugee Minors

    Science.gov (United States)

    Bean, Tammy; Mooijaart, A.; Eurelings-Bontekoe, Elisabeth; Spinhoven, Philip

    2007-01-01

    The psychometric properties of the Dutch Teacher's Report Form (TRF) for teachers of Unaccompanied Refugee Minors (URM) were evaluated in this study. The teachers (n = 486) that participated received a Dutch TRF to report on the mental health of the unaccompanied minor. Hierarchical confirmative factor analysis and individual confirmatory factor…

  16. A bibliography of articles of interest to teachers of psychology appearing in psychological reports 1955-2010.

    Science.gov (United States)

    Abramson, Charles I; Curb, Lisa A; Barber, Kelsey R

    2011-02-01

    Abibliography is presented of articles related to various aspects of the teaching of psychology that have appeared in Psychological Reports from 1955-2010. The 605 articles are classified into 21 sections including those devoted to history, psychology of the scientist, teaching tips, textbook evaluation, and evaluation of students and professors.

  17. Psychological morbidity, job satisfaction and intentions to quit among teachers in private secondary schools in Edo-State, Nigeria.

    Science.gov (United States)

    Ofili, A N; Usiholo, E A; Oronsaye, M O

    2009-01-01

    Teachers are an inseparable corner stone of the society and their satisfaction will affect the quality of service they render. Poor job satisfaction could result in job stress and this could affect their psychological health. This study aims to ascertain the level, causes of job dissatisfaction, intentions to quit and psychological morbidity among teachers in private secondary schools in a developing country. A cross-sectional study was conducted among teachers (392) in private secondary schools in Benin-City, Edo-State Nigeria, between June 2003 to November 2003. A total population of 400 teachers who had spent at least one year in the service were included in the study. The respondents completed a self-administered designed questionnaire and a standard instrument--The General Health Questionnaire (GHQ 28) The response rate was 98%. Fifty-eight (14.8%) of the respondents had psychological morbidity (GHQ score of 4 and above). One hundred and seventy-eight (45.4%) teachers were very satisfied or satisfied with their jobs. A significant number (45.9%) of teachers would want to quit their jobs. The proportion of teachers with GHQ score 4 and above increased with the level of dissatisfaction but this was not found to be statistically significant. Poor salary was found to be the main cause of job dissatisfaction and major reason for wanting to quit the job. This study shows a low level of job satisfaction among Nigerian teachers. Poor salary was the major cause of job dissatisfaction and intention to quit. Further work need to be done to ascertain the association of psychological morbidity and job dissatisfaction.

  18. Psychological reality and the role of the teacher in early-education sharing time

    Science.gov (United States)

    Alsafi, Abdullah T.

    1994-01-01

    The study of children's language development has been strongly influenced since the 1950s by linguistic research. How well, however, has the education of young children incorporated the concept of psychological reality, which interrelates the child's perceptual and cognitive development with linguistic and non-linguistic events in his/her environment? In reply to this question, the paper concentrates on"sharing time", known also as"show and tell", which has both affective and cognitive value. Although sharing time is a student-centered activity, the teacher plays a pivotal role in establishing its context, structure and norms. Feedback from the teacher and peers promotes language development, and the growth of curiosity and inquisitiveness. The article is derived from experience in teaching kindergarten teachers to conduct sharing time periods in Saudi Arabia. Practical suggestions are made for the implementation of the activity, in the interests of encouraging spontaneous and personalized language rather than focusing on evaluation of students' competence in the formal aspects of language development.

  19. Concurrent Validity of the Jastak Assessment System with Teachers' Ratings.

    Science.gov (United States)

    McLoughlin, Caven S.; Book, Robert M.

    1982-01-01

    Cluster analysis of IQ and achievement test scores using the Jastak Assessment System, an approach purporting to derive behavioral descriptors of personality domains, was performed for 24 learning disabled and mildly retarded 7-to 17-year-olds. Disagreements between teacher and JAS ratings ranged from 37 percent - 71 percent for the clusters.…

  20. Validating a Steiner-Waldorf Teacher Education Programme

    Science.gov (United States)

    Oberski, Iddo; Pugh, Alistair; MacLean, Astrid; Cope, Peter

    2007-01-01

    Steiner-Waldorf (SW) education, based on the work of Rudolf Steiner (1861-1925), provides a distinctive form of education. There are approximately 900 SW schools worldwide. The only teacher training course for SW education in Scotland is currently offered at the Edinburgh Rudolf Steiner School (ERSS). Although students are continuously assessed on…

  1. The Validity and Reliability Study of Revised School Climate Teacher Survey’s Turkish Version

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    Ferat Yılmaz

    2016-07-01

    Full Text Available It is aimed to adapt Revised School Climate Teacher Survey (RSCTS which is developed with a character education perspective to Turkish and assess its psychometrics properties in this study. This study is an instrument adaptation study. There are three different study groups in this study. First group consists of 56 English teachers studied with to determine the linguistic equivalence. Second group consists of 58 teachers studied with to determine the concurrent validity. Third group consisting 240 elementary and secondary teachers was studied with to reveal the construct validity, measurement reliability and to analyze the items. Data collection tools of this study are RSCTS aimed to adapt and Organizational Climate Scale (OCS used to determine concurrent validity of RSCTS. Based on the results of this study, it can be concluded that Turkish and English versions of RSCTS are equivalent at a high level with regard to linguistic equivalence. Furthermore, some sub-scales of RSCTS have concurrent validity. Construct validity of Turkish version of RSCTS was confirmed by Confirmatory Factor Analysis. According to item analysis, items in RSCTS can discriminate the participants remarkably. Considering measurement reliability coefficients and characteristics of the study group, it is possible to state that RSCTS can be used as a valid and reliable instrument to measure teacher’s perceptions about school climate in all of the school stages in Turkey.

  2. The Validity and Reliability Study of Revised School Climate Teacher Survey’s Turkish Version

    Directory of Open Access Journals (Sweden)

    Ferat Yılmaz

    2016-01-01

    Full Text Available It is aimed to adapt Revised School Climate Teacher Survey (RSCTS which is developed with a character education perspective to Turkish and assess its psychometrics properties in this study. This study is an instrument adaptation study. There are three different study groups in this study. First group consists of 56 English teachers studied with to determine the linguistic equivalence. Second group consists of 58 teachers studied with to determine the concurrent validity. Third group consisting 240 elementary and secondary teachers was studied with to reveal the construct validity, measurement reliability and to analyze the items. Data collection tools of this study are RSCTS aimed to adapt and Organizational Climate Scale (OCS used to determine concurrent validity of RSCTS. Based on the results of this study, it can be concluded that Turkish and English versions of RSCTS are equivalent at a high level with regard to linguistic equivalence. Furthermore, some sub-scales of RSCTS have concurrent validity. Construct validity of Turkish version of RSCTS was confirmed by Confirmatory Factor Analysis. According to item analysis, items in RSCTS can discriminate the participants remarkably. Considering measurement reliability coefficients and characteristics of the study group, it is possible to state that RSCTS can be used as a valid and reliable instrument to measure teacher’s perceptions about school climate in all of the school stages in Turkey.

  3. Evaluating the Validity of Simplified Chinese Version of LIWC in Detecting Psychological Expressions in Short Texts on Social Network Services.

    Science.gov (United States)

    Zhao, Nan; Jiao, Dongdong; Bai, Shuotian; Zhu, Tingshao

    2016-01-01

    The increasing need of automated analyzing web texts especially the short texts on Social Network Services (SNS) brings new demands of computerized text analysis instruments. The psychometric properties are the basis of the extensive use of these instruments such as the Linguistic Inquiry and Word Count (LIWC). For this study, Sina Weibo statuses were analyzed via rater coding and Simplified Chinese version of LIWC (SCLIWC), in order to evaluate the validity of SCLIWC in detecting psychological expressions in Weibo statuses (n = 60) and in identifying the psychological meaning of a single Weibo status (n = 11). Significant correlations between human ratings and SCLIWC scores and the high sensitivities of capturing single statuses with certain expressions identified by raters, proved the validity of SCLIWC in detecting psychological expressions. The results also suggested that, the efficiency of SCLIWC in detecting psychological expressions of SNS short texts could be higher if using status count scoring method, rather than the word count method as the common usage of LIWC. However, SCLIWC may not perform well in identifying the psychological meaning of a single piece of SNS short text because of its over-identification of target expressions. This study provided primary evidence of validity of SCLIWC, as well as the proper way of using it efficiently on SNS short texts.

  4. Psychology

    Science.gov (United States)

    Blackmore, Susan; Fouad, Nadya; Kagan, Jerome; Kosslyn, Stephen; Posner, Michael; Sternburg, Robert; Driscoll, Marcy; Ge, Xun; Parrish, Patrick

    2013-01-01

    Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Susan Blackmore, Nadya Fouad, Jerome Kagan, Stephen Kosslyn, Michael Posner, and Robert Sternberg.…

  5. Psychology

    Science.gov (United States)

    Blackmore, Susan; Fouad, Nadya; Kagan, Jerome; Kosslyn, Stephen; Posner, Michael; Sternburg, Robert; Driscoll, Marcy; Ge, Xun; Parrish, Patrick

    2013-01-01

    Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Susan Blackmore, Nadya Fouad, Jerome Kagan, Stephen Kosslyn, Michael Posner, and Robert Sternberg.…

  6. Teacher Autonomy in the United States: Establishing a Standard Definition, Validation of a Nationally Representative Construct and an Investigation of Policy Affected Teacher Groups

    Science.gov (United States)

    Gwaltney, Kevin Dale

    2012-01-01

    This effort: 1) establishes an autonomy definition uniquely tailored for teaching, 2) validates a nationally generalizable teacher autonomy construct, 3) demonstrates that the model describes and explains the autonomy levels of particular teacher groups, and 4) verifies the construct can represent teacher autonomy in other empirical models. The…

  7. Teacher Autonomy in the United States: Establishing a Standard Definition, Validation of a Nationally Representative Construct and an Investigation of Policy Affected Teacher Groups

    Science.gov (United States)

    Gwaltney, Kevin Dale

    2012-01-01

    This effort: 1) establishes an autonomy definition uniquely tailored for teaching, 2) validates a nationally generalizable teacher autonomy construct, 3) demonstrates that the model describes and explains the autonomy levels of particular teacher groups, and 4) verifies the construct can represent teacher autonomy in other empirical models. The…

  8. The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa

    Directory of Open Access Journals (Sweden)

    Malik L.M. Vazi

    2013-01-01

    Full Text Available Orientation: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress.Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa.Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual’s resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies.Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools.Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress.Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention.Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.

  9. Design and Validation of a Rubric to Assess the Use of American Psychological Association Style in Scientific Articles

    Science.gov (United States)

    Merma Molina, Gladys; Peña Alfaro, Hilda; Peña Alfaro González, Silvia Rosa

    2017-01-01

    In this study, the researchers will explore the process of designing and validating a rubric to evaluate the adaptation of scientific articles in the format of the "American Psychological Association" (APA). The rubric will evaluate certain aspects of the APA format that allow authors, editors, and evaluators to decide if the scientific…

  10. The Development and Validation of the Teacher Violence Scale

    OpenAIRE

    Pişkin, Metin; Atik, Gökhan; ÇINKIR, Şakir; Selahiddin ÖĞÜLMÜŞ; Babadoğan, Cem; ÇOKLUK, Ömay

    2014-01-01

    Problem Statement: One of the initial tasks of the school staff is to create a safe environment, which is free of negative behaviors and role models. However, there has been a concern for the violence in the schools. Most of studies in the literature has focused on aggression, violence, and bullying among students. But, teacher violence against students hasn't been studied sufficiently. In order to investigate this type of violence, a self-report instrument is needed. Purpose of the Stud...

  11. IFE PsychologIA - Vol 18, No 2 (2010)

    African Journals Online (AJOL)

    Teacher characteristics as predictor of attitude towards inclusive education in the cape ... Establishing the Reliabiltiy and Validity of Youth Empowerment Scale. ... Psychological Redictors of Conflict Management Behaviour of Labour Leaders ...

  12. Teacher Satisfaction with School and Psychological Well-Being Affects Their Readiness to Help Children with Mental Health Problems

    Science.gov (United States)

    Sisask, Merike; Värnik, Peeter; Värnik, Airi; Apter, Alan; Balazs, Judit; Balint, Maria; Bobes, Julio; Brunner, Romuald; Corcoran, Paul; Cosman, Doina; Feldman, Dana; Haring, Christian; Kahn, Jean-Pierre; Poštuvan, Vita; Tubiana, Alexandra; Sarchiapone, Marco; Wasserman, Camilla; Carli, Vladimir; Hoven, Christina W.; Wasserman, Danuta

    2014-01-01

    Objective: In support of a whole-school approach to mental health promotion, this study was conducted to find out whether and how significantly teachers' satisfaction with school and their subjective psychological well-being are related to the belief that they can help pupils with mental health problems. Design: Cross-sectional data were…

  13. Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation

    Science.gov (United States)

    Smit, Karin; de Brabander, Cornelis J.; Martens, Rob L.

    2014-01-01

    In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

  14. Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation

    Science.gov (United States)

    Smit, Karin; de Brabander, Cornelis J.; Martens, Rob L.

    2014-01-01

    In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

  15. PSYCHOLOGICAL PROBLEMS IN ENGLISH SPEAKING CLASSROOM (Problems Relate to Teacher and Students in the Speaking Classroom Activity

    Directory of Open Access Journals (Sweden)

    Win Listyaningrum Arifin

    2017-07-01

    Full Text Available Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.

  16. Discriminating real victims from feigners of psychological injury in gender violence: Validating a protocol for forensic setting

    Directory of Open Access Journals (Sweden)

    Ramon Arce

    2009-07-01

    Full Text Available Standard clinical assessment of psychological injury does not provide valid evidence in forensic settings, and screening of genuine from feigned complaints must be undertaken prior to the diagnosis of mental state (American Psychological Association, 2002. Whereas psychological injury is Post-traumatic Stress Disorder (PTSD, a clinical diagnosis may encompass other nosologies (e.g., depression and anxiety. The assessment of psychological injury in forensic contexts requires a multimethod approach consisting of a psychometric measure and an interview. To assess the efficacy of the multimethod approach in discriminating real from false victims, 25 real victims of gender violence and 24 feigners were assessed using a the Symptom Checklist-90-Revised (SCL-90-R, a recognition task; and a forensic clinical interview, a knowledge task. The results revealed that feigners reported more clinical symptoms on the SCL-90-R than real victims. Moreover, the feigning indicators on the SCL-90-R, GSI, PST, and PSDI were higher in feigners, but not sufficient to provide a screening test for invalidating feigning protocols. In contrast, real victims reported more clinical symptoms related to PTSD in the forensic clinical interview than feigners. Notwithstanding, in the forensic clinical interview feigners were able to feign PTSD which was not detected by the analysis of feigning strategies. The combination of both measures and their corresponding validity controls enabled the discrimination of real victims from feigners. Hence, a protocol for discriminating the psychological sequelae of real victims from feigners of gender violence is described.

  17. Teachers' perception of oral health status. Design and validation of an evaluation instrument.

    Science.gov (United States)

    Bordoni, Noemi; Cadile, María del Carmen; Sotelo, Romelia; Squassi, Aldo

    2006-01-01

    The evaluation of health status is a complex process that requires the use of indicators that assess health both in terms of disease and of the impact the health-disease-care process has on the quality of life. The aim of the present study was to design and validate an instrument to evaluate teachers 'perceptions of oral health status. The sample comprised 78 teachers of 4 schools (province of Buenos Aires). DESIGN OF THE INSTRUMENT: (a) identification of the 5 categories that compose the instrument and can measure the object of study based on evidence; (b) creation of a questionnaire that contains 32 items by two researchers; (c) evaluation of the questionnaire by 5 professionals of 4 different professions to standardize criteria (Ventegodt et al, 2003) applying an ordinal scale. Items were reduced to 25 (Index of perception of oral health: IPOH). VALIDATION OF THE INSTRUMENT: the following parameters were evaluated: reliability employing the test-retest method at 30 days; internal consistency employing Cronbach's a coefficient (1951); content validity determined by two experts; construct validity employing the method of extreme groups (Student's t test). The established categories were knowledge on oral health, personal experience with oral health care, expectations regarding their students 'families, expectations regarding dentistry, satisfaction with his/her role as a teacher The instrument proved to be reliable as evidenced by a value of r = 0.80 in the test-retest method; a satisfactory intra-items consistency was evidenced by Cronbach's alpha coefficient value of 0.82. The differences between the results of the groups of teachers in the extreme groups were statistically significant (p = 2.2). The instrument designed to measure the teachers' perception of oral health status would be valid. It would be desirable to enlarge the sample and determine criterion validity by comparison with other instruments.

  18. Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia

    Science.gov (United States)

    Zamri, E. N.; Moy, F. M.; Hoe, V. C. W.

    2017-01-01

    Background Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role. Objectives To assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors. Methods This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP. Results The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99). Conclusions Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work

  19. Teachers' Self-Efficacy and Knowledge of Healthy Nutrition and Physical Activity Practices for Preschoolers: Instrument Development and Validation

    Science.gov (United States)

    Derscheid, Linda E.; Kim, So-Yeun; Zittel, Lauriece L.; Umoren, Josephine; Henry, Beverly W.

    2014-01-01

    Childhood obesity remains a problem in the United States. Preschool teachers can help to attenuate it but need to have the confidence or self-efficacy to provide healthy practices. Therefore, the purpose of this study was to (a) develop and validate a preschool teacher self-efficacy tool to examine teachers' confidence in addressing the nutrition…

  20. Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA

    Science.gov (United States)

    Perkmen, Serkan; Antonenko, Pavlo; Caracuel, Alfonso

    2016-01-01

    The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three continents--Turkey, Spain and the United States. Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219,…

  1. [Work and psychological distress among public school teachers in Vitória da Conquista, Bahia State, Brazil].

    Science.gov (United States)

    dos Reis, Eduardo José Farias Borges; Carvalho, Fernando Martins; de Araújo, Tânia Maria; Porto, Lauro Antônio; Silvany Neto, Annibal Muniz

    2005-01-01

    A cross-sectional study with all the teachers in the municipal school system in Vitória da Conquista, Bahia State, Brazil, investigated the association between work content (psychological demand and control over work) and the occurrence of minor psychiatric disorders (MPD) among teachers. The Karasek demand-control model was used to evaluate control over work. The Self-Report Questionnaire-20 was used to evaluate minor psychiatric disorders. MPD prevalence was 55.9% among the 808 teachers studied. Crude prevalence of MPD showed a positive and significant association with psychological demand and a negative and significant association with control over work. MPD prevalence was higher in teachers with highly demanding work, characterized by heavy demand and low control (PR = 1.74; 95%CI: 1.44-2.10), and in those with active work, with heavy demand and low control (PR = 1.35; 95%CI: 1.13-1.61), as compared to teachers with low-demand work (light demand and high control), after adjusting for confounders in a multiple logistic regression model. As a conclusion, teachers' mental health is strongly associated with their work content.

  2. Construct validity of the misrepresentation scales of the psychological screening inventory.

    Science.gov (United States)

    Lanyon, Richard I; Cunningham, Katie S

    2005-10-01

    This study provides construct validity evidence and reliabilities (consistency and stability) for 5 misrepresentation (response distortion) scales of the Psychological Screening Inventory (PSI; Lanyon, 1970, 1973, 1978) in assessing 3 constructs: exaggeration of psychopathology, exaggeration of personal virtue, and exaggeration of health problems. Using data from forensic cases, the existence and independence of these 3 constructs were confirmed in data from the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and the Balanced Inventory of Desirable Responding (Paulhus, 1986, 1991). The PSI scales were then shown to load highly on these constructs. The PSI scales also showed the expected patterns when their mean scores were examined for 15 sets of responses from participant groups with varied motivations to misrepresent. We present receiver operating characteristic data to show the success of the scales in distinguishing between simulators and appropriate comparison groups. Using the same data, we also present classification accuracy in terms of positive predictive power and negative predictive power based on a sensitivity level of 90% and misrepresentation base rates of .20 and .10.

  3. Construction and Validation of a Questionnaire to Study Future Teachers' Beliefs about Cultural Diversity

    Science.gov (United States)

    López López, M. Carmen; Hinojosa Pareja, Eva F.

    2016-01-01

    The article presents the construction and validation process of a questionnaire designed to study student teachers' beliefs about cultural diversity. The study, beyond highlighting the complexity involved in the study of beliefs, emphasises their relevance in implementing inclusive educational processes that guarantee the right to a good education…

  4. Curriculum Design Orientations Preference Scale of Teachers: Validity and Reliability Study

    Science.gov (United States)

    Bas, Gokhan

    2013-01-01

    The purpose of this study was to develop a valid and reliable scale for preferences of teachers in regard of their curriculum design orientations. Because there was no scale development study similar to this one in Turkey, it was considered as an urgent need to develop such a scale in the study. The sample of the research consisted of 300…

  5. Construction and Validation of a Questionnaire to Study Future Teachers' Beliefs about Cultural Diversity

    Science.gov (United States)

    López López, M. Carmen; Hinojosa Pareja, Eva F.

    2016-01-01

    The article presents the construction and validation process of a questionnaire designed to study student teachers' beliefs about cultural diversity. The study, beyond highlighting the complexity involved in the study of beliefs, emphasises their relevance in implementing inclusive educational processes that guarantee the right to a good education…

  6. On the Validity of the Psychosocial Maturity Scales: Relationship to Teacher Ratings. Report No. 171.

    Science.gov (United States)

    Josselson, Ruthellen; And Others

    This study attempts to provide evidence for the criterion validity of the Psychosocial Maturity (PSM) scales. Students' scores on the nine PSM scales were related to teachers' ratings of student PSM-related behavior. All scales except Trust significantly differentiated students rated high on PSM-related traits from students not rated high. Only…

  7. Social Validity of Parent and Teacher Implemented Assessment-Based Interventions for Challenging Behaviour

    Science.gov (United States)

    Olive, Melissa L.; Liu, Yi-Juin

    2005-01-01

    This study sought to assess the social validity of teacher and parent implemented assessment-based intervention for challenging behaviour in young children. The Behavior Intervention Rating Scale was completed by adults at the end of intervention for each participant. Overall ratings were high for both intervention acceptability and intervention…

  8. Validating a Model of Effective Teaching Behaviour of Pre-Service Teachers

    Science.gov (United States)

    Maulana, Ridwan; Helms-Lorenz, Michelle; Van de Grift, Wim

    2017-01-01

    Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement,…

  9. Validation of the Domains of Creativity Scale for Nigerian Preservice Science, Technology, and Mathematics Teachers

    Science.gov (United States)

    Awofala, Adeneye O. A.; Fatade, Alfred O.

    2015-01-01

    Introduction: Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers. Method: Exploratory and confirmatory factor analyses were performed…

  10. Validating a model of effective teaching behaviour of pre-service teachers

    NARCIS (Netherlands)

    Maulana, Ridwan; Lorenz, Michelle; van de Grift, Wim

    2017-01-01

    Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective

  11. Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

    Science.gov (United States)

    Hein, Vello; Koka, Andre; Hagger, Martin S

    2015-07-01

    We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  12. An Investigation on the Impact of the Socio-Psychological Effects of Teacher Disposition on the Academic Performance of Students in a Diversely Populated Elementary School

    Science.gov (United States)

    Osler, James Edward; Russell, Stacy

    2013-01-01

    The purpose of this research was to examine how teacher disposition affects student academic performance through the validity and reliability of a quantitative inventory instrument: The Teacher Dispositions Index [TDI] that measures the dispositions of effective teachers specified by the Interstate New Teacher Assessment and Support Consortium.

  13. Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form.

    Science.gov (United States)

    Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie

    2015-12-01

    This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed.

  14. 幼儿教师心理健康维护%The Psychological Health Maintenance of Kindergarten Teachers

    Institute of Scientific and Technical Information of China (English)

    罗海萍

    2014-01-01

    Mental illness is universal. Occupation burnout is major performance of teachers’ psychological disease,the mental health status of preschool teachers isn’t optimistic. It analyzes the main factors influencing the mental health of the preschool teachers, and puts forward the maintenance strategy of preschool teachers’ psychological health.%心理疾病具有普遍性。职业倦怠是教师心理疾病的主要表现,幼儿教师的心理健康状况不容乐观。分析了影响幼儿教师心理健康的主要因素,并提出了幼儿教师心理健康的维护策略。

  15. Motivation of student teachers in educational psychology course: Its relation to the quality of seminar work and final achievement

    Directory of Open Access Journals (Sweden)

    Melita Puklek Levpušček

    2007-11-01

    Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.

  16. Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations

    NARCIS (Netherlands)

    Boerboom, T. B. B.; Dolmans, D. H. J. M.; Jaarsma, Debbie; Muijtjens, A. M. M.; Van Beukelen, P.; Scherpbier, A. J. J. A.; Jaarsma, Debbie

    2011-01-01

    Background: Feedback to aid teachers in improving their teaching requires validated evaluation instruments. When implementing an evaluation instrument in a different context, it is important to collect validity evidence from multiple sources. Aim: We examined the validity and reliability of the Maas

  17. Validation of the Motivation to Teach Scale

    Science.gov (United States)

    Kauffman, Douglas F.; Yilmaz Soylu, Meryem; Duke, Bryan

    2011-01-01

    The purpose of this study was to develop and validate a self-report psychological instrument assessing pre-service teachers' relative intrinsic and extrinsic motivation to teach. One hundred forty seven undergraduate students taking Educational Psychology courses from a large US University participated in this study completed the 12 item MTS along…

  18. Validation of the Motivation to Teach Scale

    Science.gov (United States)

    Kauffman, Douglas F.; Yilmaz Soylu, Meryem; Duke, Bryan

    2011-01-01

    The purpose of this study was to develop and validate a self-report psychological instrument assessing pre-service teachers' relative intrinsic and extrinsic motivation to teach. One hundred forty seven undergraduate students taking Educational Psychology courses from a large US University participated in this study completed the 12 item MTS along…

  19. Chinese Frost Multidimensional Perfectionism Scale: a validation and prediction of self-esteem and psychological distress.

    Science.gov (United States)

    Cheng, S K; Chong, G H; Wong, C W

    1999-09-01

    Recent research has shown that perfectionism is an important psychological variable in explaining various disorders. This study evaluated (a) the factor structure and psychometric properties of the Chinese Frost Multidimensional Perfectionism Scale (CFMPS) and (b) the relative predictive power of its subscales for self-esteem and psychological distress, including depressive, anxiety, and stress symptoms. Nine hundred and forty-seven Chinese adolescents from Hong Kong between 13 and 18 years of age participated in the study. Results indicated that five of the original six factors emerged in the factor analysis. The CFMPS and its subscales were found to have satisfactory internal consistencies. Replicating and extending previous findings, the factors "Concern over Mistakes" and "Doubt about Action" accounted for most of the variances of self-esteem and psychological distress. The factor "Organization" might have positive value on psychological health. Possible cultural influence on the development of perfectionism and limitations of the study are discussed.

  20. 教师专业发展中的心理因素%Psychological Factors in Teachers' Professional Development

    Institute of Scientific and Technical Information of China (English)

    严育

    2012-01-01

    如今,教师的专业发展得到了各方的普遍关注,影响教师专业发展的因素十分复杂。从心理学的角度看,影响教师专业发展的因素有教师主体意识和自我认同感、情绪情感管理、自主能力和自我效能感等。%Nowadays,teachers' professional development has been the general concern of the community.The factors affecting teachers' professional development are very complicated,of which,the psychological ones are teachers' subject consciousness,self-identity,the management of feeling and emotion,independent ability,self-efficacy and etc.

  1. Teaching Skills in Undergraduate Level Teachers: Design and Validation of an Evaluation Instrument

    OpenAIRE

    Camargo Escobar, Itala Marina; Universidad Católica de Colombia; Pardo Adames, Carlos; Universidad Católica de Colombia

    2009-01-01

    We describe the design, construction and validation processes of a instrument aimed to the evaluation of teaching skills of the Catholic University of Colombia’s undergraduate level teachers. The instrument evaluates seven skills that are basic to the exercise of teaching: curriculum planning, appropriate usage of methodological designs and organization of teaching activities, scientific technological competence, appropriate interaction with students, evaluative competence, tutorial skills...

  2. Preliminary validation of a questionnaire to measure basic psychological needs in Physical Education

    OpenAIRE

    Pires, A; Cid, L.; Borrego, C.; Alves, J.; Silva, C.

    2010-01-01

    The self-determination theory is a psychological approach to motivation that focuses on causes and consequences of human behavior regulation. According several authors, this theoretical framework could provide important information about the student’s motivational process to physical education class, however, in Portugal does not exists any instrument to measure the basic psychological needs in this domain. So, the main propose of this study is the preliminary adaptation to physical education...

  3. Measuring empowerment : development and validation of the service user psychological empowerment scale

    OpenAIRE

    van Dop, Nanja; Depauw, Jan; Driessens, Kristel

    2016-01-01

    Abstract: Current registrations and measurements used in social services are criticized for not providing an accurate reflection of the social work practice. The Service User Psychological Empowerment Scale (SUPES) was developed with input from both service users and social workers in order to provide an alternative measure. The SUPES is a 28-item scale that can be used to measure the intrapersonal, interactional, and behavioral dimensions of psychological empowerment among service users. The...

  4. Teachers' Perceptions of School Leaders' Empowering Behaviours and Psychological Empowerment: Evidence from a Singapore Sample

    Science.gov (United States)

    Lee, Ai Noi; Nie, Youyan

    2017-01-01

    Using a convenience sample of 289 teachers in Singapore, this study examined: (1) whether there were significant differences between teachers' perceptions of principal's and immediate supervisor's empowering behaviours; and (2) teachers' perceptions of principal's and immediate supervisor's empowering behaviours in relation to teachers'…

  5. Spanish Validation of the School Anxiety Scale-Teacher Report (SAS-TR).

    Science.gov (United States)

    Orgilés, Mireia; Fernández-Martínez, Iván; Lera-Miguel, Sara; Marzo, Juan Carlos; Medrano, Laura; Espada, José Pedro

    2016-11-04

    This study aimed to examine the factorial structure and psychometric properties of the School Anxiety Scale-Teacher Report (SAS-TR) in a community sample of 315 Spanish children aged 5 to 12 years. Thirty-seven teachers from eleven schools completed the SAS-TR and the Strengths and Difficulties Questionnaire (SDQ) for each child. Confirmatory factor analysis supported the original two-factor structure, but a better fit model was obtained after removing four items. The scale was found to have high internal consistency (α = 0.91) and satisfactory test-retest reliability (ICC = 0.87) for the Spanish sample. Convergent validity was supported by positive significant correlations between the SAS-TR and the Emotional Symptoms subscale of the SDQ. Lower correlations between the SAS-TR and the SDQ Conduct Problems subscale supported the divergent validity. Overall, the findings suggest that the Spanish version of the SAS-TR is a reliable and valid instrument for teachers to assess anxiety in Spanish children.

  6. Level of Psychological Burnout of a Sample of Secondary Phase Teachers in Ma'an Governorate and Its Relationship with Some Other Variables

    Science.gov (United States)

    Alkhateeb, Omar; Kraishan, Osama M.; Salah, Raid Omar

    2015-01-01

    This study aimed at identifying the level of psychological burnout of a random sample of secondary phase teacher in Ma'an Governorate and its relationship with some other variables. The study sample consisted of 80 male and female Islamic education teachers in the schools of Ma'an Governorate in the southern part of Jordan. To this end, the…

  7. Psychological Abuse of Children: Implications for Malpractice and Dismissals of Teachers.

    Science.gov (United States)

    Lynch, Patrick D.

    This article defines psychological abuse of students in school settings and describes legal aspects of the problem, particularly with respect to possible action in negligence. The following four categories of psychological abuse are examined: verbal abuse, refusal to communicate, physical acts (and sexual abuse) that cause psychological damage,…

  8. Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

  9. Development and validation of an instrument to evaluate science teachers' assessment beliefs and practices

    Science.gov (United States)

    Genc, Evrim

    The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The present study also investigated the relationship between teachers' beliefs and practices in terms of assessment issues in science, their perceptions of the factors that influenced their assessment practices and their feelings towards high-stakes testing. The participants of the study were 408 science teachers teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. It was emphasized that certain factors were mediating the dynamics between the belief and the practice. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates impact their assessment routines. Teachers reported that both the preparation process and the results of the test created unbelievable tension both on students and

  10. Development and Validation of Measures of Secondary Science Teachers' PCK for Teaching Photosynthesis

    Science.gov (United States)

    Park, Soonhye; Suh, Jeekyung; Seo, Kyungwoon

    2017-04-01

    This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students' understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning.

  11. The Psychological Importance of Collective Assembly: Development and Validation of the Tendency for Effervescent Assembly Measure (TEAM).

    Science.gov (United States)

    Gabriel, Shira; Valenti, Jennifer; Naragon-Gainey, Kristin; Young, Ariana F

    2017-03-06

    Although previous research suggests that connection to large, mostly anonymous groups is important for the fulfillment of psychological needs and a sense of psychological well-being, no measure exists to assess individual differences in this area. In 5 studies, we developed and provided support for the validity of the Tendency for Effervescent Assembly Measure (TEAM). Utilizing data from student and community samples, we conducted exploratory factor analyses to guide item selection for the scale (Study 1), evaluated the structure of the scale in an independent sample (Study 2), examined the convergent, discriminant, and incremental validity of the scale (Study 3), and assessed measurement invariance of the scale across different demographic groups (Study 4). Study 5 explored the role of social needs fulfillment in effervescent assembly, as well as examined the relationship of the scale with recent collective effervescence experiences. Results revealed that our final 11-item scale was unidimensional, with excellent internal consistency and good test-retest reliability over 2 months. Measurement invariance was established across gender, ethnicity, and religion, providing support for the validity of the measure across demographic subgroups. Importantly, the TEAM predicted decreased loneliness, increased positive feelings, a sense of meaning in one's life, self-awareness, and spiritual transcendence, above and beyond the effects of the big 5 factors of personality and collective and relational interdependence. Furthermore, results suggested that positive outcomes associated with the TEAM are because of social need fulfillment. (PsycINFO Database Record

  12. Is Teacher Assessment Reliable or Valid for High School Students under a Web-Based Portfolio Environment?

    Science.gov (United States)

    Chang, Chi-Cheng; Wu, Bing-Hong

    2012-01-01

    This study explored the reliability and validity of teacher assessment under a Web-based portfolio assessment environment (or Web-based teacher portfolio assessment). Participants were 72 eleventh graders taking the "Computer Application" course. The students perform portfolio creation, inspection, self- and peer-assessment using the Web-based…

  13. Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

    Science.gov (United States)

    Ebrahimi, Nabi. A.

    2015-01-01

    This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

  14. Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engagement: a 2-year longitudinal study.

    Science.gov (United States)

    Yu, Chengfu; Li, Xian; Zhang, Wei

    2015-04-01

    Problematic online game use (POGU) has become a serious global public health concern among adolescents. However, its influencing factors and mediating mechanisms remain largely unknown. This study provides the first longitudinal design to test stage-environment fit theory empirically in POGU. A total of 356 Chinese students reported on teacher autonomy support, basic psychological needs satisfaction, school engagement, and POGU in the autumn of their 7th-9th grade years. Path analyses supported the proposed pathway: 7th grade teacher autonomy support increased 8th grade basic psychological needs satisfaction, which in turn increased 9th grade school engagement, which ultimately decreased 9th grade POGU. Furthermore, 7th grade teacher autonomy support directly increased 9th grade school engagement, which in turn decreased 9th grade POGU. These findings suggest that teacher autonomy support is an important protective predictor of adolescent POGU, and basic psychological needs satisfaction and school engagement are the primary mediators in this association.

  15. The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study.

    Science.gov (United States)

    Shen, Xue; Yang, Yi-Long; Wang, Yang; Liu, Li; Wang, Shu; Wang, Lie

    2014-11-30

    Depression is a major public health problem that affects both individuals and society. Previous studies report that university teachers are particularly susceptible to high levels of occupational stress and depressive symptoms. The aims of this study were to explore the association between occupational stress and depressive symptoms in a group of university teachers, and assess the mediating role of psychological capital between these variables. A cross-sectional study was performed between November 2013 and January 2014. Teachers from six universities were randomly sampled in Shenyang. The Center for Epidemiologic Studies Depression Scale, effort-reward imbalance scale, and psychological capital questionnaire (PCQ-24), as well as questions about demographic and working factors, were administered in questionnaires distributed to 1,500 university teachers. Completed questionnaires were received from 1,210 participants. Hierarchical linear regression analysis was used to examine the mediating role of psychological capital. In the present study, 58.9% (95% CI (Confidence Intervals): 56.1% to 61.7%) of university teachers had a CES-D score equal to or above the cut-off of 16. Both effort-reward ratio (ERR) and scores of over-commitment were positively associated with depressive symptoms, whereas psychological capital was negatively associated with depressive symptoms among university teachers. Psychological capital partially mediated the relationship between occupational stress and depressive symptoms. Among Chinese university teachers, occupational stress may be a risk factor for depressive symptoms, whereas psychological capital might be protective against depressive symptoms. Our results suggest that college administrators could support the development of psychological capital in their staff to alleviate depressive symptoms.

  16. Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers

    Directory of Open Access Journals (Sweden)

    Silvia L. Vilanova

    2007-11-01

    Full Text Available Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenario, posses an implicit character and differ from the notion that they are expressed explicitly most of times. The objective of this article is to introduce the adaption and validation of an instrument designed to research on the conceptions of trainee teachers of the School of Humanities as well as the School of Exact and Natural Sciences of the National University of Mar del Plata (Universidad Nacional de Mar del Plata in Argentina about learning. Also, it intends to conduct a first analysis of the results obtained after it has been administered. The instrument is an adaption of a dilemma questionnaire designed by Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez, and Villalón, which they administered to 120 students. Cronbach’s Alpha was used to determine factor analysis reliability, and consequently construct validity. The following data analysis shows the application of the interpretative theory of learning based on an epistemological conception related to critical realism.

  17. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers

    Science.gov (United States)

    Ha, Amy Sau Ching; Cheng, Chih Fu; Chung, Pak Kwong; Yiu, Kenny Tat Choi; Kuo, Che Chun; Yu, Chung Kai; Wang, Fong Jia

    2016-01-01

    The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. PMID:27195664

  18. Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers.

    Directory of Open Access Journals (Sweden)

    Raymond Kim Wai Sum

    Full Text Available The purpose of this study was to construct and validate a "Perceived Physical Literacy Instrument" (PPLI for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA item loadings ranged from 0.69 to 0.87, and Cronbach's alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.

  19. The Relationship between Psychological Type and Professional Orientation among Technology Education Teachers.

    Science.gov (United States)

    Wicklein, Robert C.; Rojewski, Jay W.

    1995-01-01

    Of secondary school teachers who completed the Keirsey-Bates Temperament Sorter, 136 were in technology education, 110 in industrial arts. Two types were prevalent among industrial arts teachers: Extrovert Sensing Feeling Judging and Introvert Sensing Feeling Judging. Technology education teachers were more Extrovert Intuitive Thinking Judging,…

  20. Psychological States and Working Conditions Buffer Beginning Teachers' Intention to Leave the Job

    Science.gov (United States)

    De Neve, Debbie; Devos, Geert

    2017-01-01

    The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective…

  1. Psychological States and Working Conditions Buffer Beginning Teachers' Intention to Leave the Job

    Science.gov (United States)

    De Neve, Debbie; Devos, Geert

    2017-01-01

    The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective…

  2. Study on the Competency of Bilingual Art Teachers Based on the Psychology Capital Intervention Model

    Science.gov (United States)

    Li, Donglan

    2013-01-01

    In this globalization era, it is an important strategy to focus on the core status of bilingual art teachers in the internationalization of higher education. And it is necessary to prepare a thorough, detailed, well-designed assessment criterion for teachers, especially for teachers specialized in art, as their competency relates directly to…

  3. Design and Validation of a Rubric to Assess the Use of American Psychological Association Style in scientific articles

    Directory of Open Access Journals (Sweden)

    Gladys Merma Molina

    2017-01-01

    Full Text Available In this study, the researchers will explore the process of designing and validating a rubric to evaluate the adaptation of scientific articles in the format of the American Psychological Association (APA. The rubric will evaluate certain aspects of the APA format that allow authors, editors, and evaluators to decide if the scientific article is coherent with these rules. Overall, the rubric will concentrate on General Aspects of the article and on the Citation System. To do this, 10 articles that were published within 2012-2016 and included in the Journal Citation Report will be analyzed using technical expertise. After doing 5 pilot studies, the results showed the validity and the reliability of the instrument. Furthermore, the process showed the evidence of the possibilities of the rubric to contribute to uniform criteria that can be used as a didactic tool in different scenarios.

  4. Predictive validity of social support relative to psychological well-being in men with spinal cord injury.

    Science.gov (United States)

    Rintala, Diana H

    2013-11-01

    Compare predictive validity (relative to psychological well-being) of long and short versions of 2 measures of social support for persons with spinal cord injury (SCI). Sixty-nine men with SCI completed (a) a long and short version of the Interpersonal Support Evaluation List (ISEL), (b) a structured interview regarding the frequency with which a person receives 11 kinds of support from each of their most important supporters (maximum of 5), and (c) a global measure of the same 11 kinds of support. Approximately 3 years later they completed 4 measures of psychological well-being--the Center for Epidemiologic Studies Depression scale (CESD), the Life Satisfaction Index A (LSIA), the Perceived Stress Scale (PSS), and the Rosenberg Self-Esteem Scale (RSES). Comparisons were made among the social support measures with regard to their ability to predict each of the 4 measures of psychological well-being at a later point in time. The long version of the ISEL had more predictive power than the long version of the structured interview. The long version of the ISEL is a good choice for measuring social support in persons with SCI and the short ISEL may be an acceptable choice when minimizing respondent burden is critical if the number of response options is increased to 4. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  5. A Review of Validation Research on Psychological Variables Used in Hiring Police Officers.

    Science.gov (United States)

    Malouff, John M.; Schutte Nicola S.

    This paper reviews the methods and findings of published research on the validity of police selection procedures. As a preface to the review, the typical police officer selection process is briefly described. Several common methodological deficiencies of the validation research are identified and discussed in detail: (1) use of past-selection…

  6. The Theory of Planned Behavior (TPB) and Pre-Service Teachers' Technology Acceptance: A Validation Study Using Structural Equation Modeling

    Science.gov (United States)

    Teo, Timothy; Tan, Lynde

    2012-01-01

    This study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers' technology acceptance. It is also interested in examining its validity when used for this purpose. It has found evidence that the TPB is a valid model to explain pre-service…

  7. How reliable and valid is the teacher version of the Strengths and Difficulties Questionnaire in primary school children?

    NARCIS (Netherlands)

    van den Heuvel, Meta; Jansen, Danielle E. M. C.; Stewart, Roy E.; Smits-Engelsman, Bouwien C. M.; Reijneveld, Sijmen A.; Flapper, Boudien C. T.

    2017-01-01

    Introduction The Strengths and Difficulties Questionnaire (SDQ) is validated for parents, but not yet for teachers in a broad age range of children. We conducted a cross-sectional study with 4-10 years old school children to investigate if the SDQ-T can be used instead of the validated but lengthy

  8. Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments

    Science.gov (United States)

    Pogrund, Rona L.; Darst, Shannon; Munro, Michael P.

    2015-01-01

    Introduction: The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods: Validity and reliability of the Visual Impairment Scale of Service Intensity…

  9. The Theory of Planned Behavior (TPB) and Pre-Service Teachers' Technology Acceptance: A Validation Study Using Structural Equation Modeling

    Science.gov (United States)

    Teo, Timothy; Tan, Lynde

    2012-01-01

    This study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers' technology acceptance. It is also interested in examining its validity when used for this purpose. It has found evidence that the TPB is a valid model to explain pre-service…

  10. Measuring teacher regulating activities concerning student learning in secondary education classrooms : Reliability and validity of student perceptions

    NARCIS (Netherlands)

    van Beek, J. A.; de Jong, F. P. C. M.; Wubbels, Th.; Minnaert, A. E. M. G.

    2014-01-01

    This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the instr

  11. Adaption and validation of the German version of the basic psychological needs in physical education scale

    OpenAIRE

    Heckmann, Philip

    2013-01-01

    It is important to understand students’ motivation regarding physical activity to investigate the global issue physical inactivity. Based on the self-determination theory (SDT: Ryan & Deci, 2002), which is one of the most important frameworks in explaining motivation, students need to be emotionally satisfied in order to put effort towards a certain goal. The Basic Psychological Needs Theory is one sub-theory of the self-determination theory, which explains that constructs of a...

  12. Triarchic Psychopathy Measure: Validity in Relation to Normal-Range Traits, Personality Pathology, and Psychological Adjustment.

    Science.gov (United States)

    Blagov, Pavel S; Patrick, Christopher J; Oost, Kathryn M; Goodman, Joshua A; Pugh, Alan T

    2016-02-01

    The triarchic model of psychopathy replaces a syndromal view of this pathological personality condition with a tripartite trait-based conception, positing three distinct phenotypic dispositions as building blocks for what theorists have traditionally termed psychopathy. The Triarchic Psychopathy Measure (TriPM) offers an efficient means for measuring the three dimensions to facilitate research on the model's validity. We tested the reliability of the TriPM as well as its convergent and discriminant validity with respect to differing models of personality and other criterion variables reflecting social-emotional adjustment and mental health in an undergraduate participant sample (n = 120). The TriPM evidenced excellent internal consistencies, good test-retest reliability, and strong validity consistent with the triarchic model. We discuss the results with respect to prior research and offer suggestions for future research on the validity of the TriPM and the triarchic model.

  13. Translation, Cultural Adaptation and Validation of the Questionnaire on Teacher Interaction in Danish High Schools

    DEFF Research Database (Denmark)

    Lund, Lea; Cozart, Stacey Marie; Lyneborg Lund, Rolf

    2017-01-01

    the interaction with their teachers. The QTI has been shown to be a valid and reliable instrument in all the different language versions in which it was adapted. The QTI with the 64-item version has not yet received a validation in Denmark. The present study tested the translation process – after the translation...... the psychometric properties of the Danish translation of the QTI in its 64-item version. The article is descriptive and stress the importance of the awareness of the cultural differences when translating and incorporating a questionnaire from one country’s educational setting to another. Results on the approach...... to translation and cultural adaption showed the importance of the dialogical process with informants to make sure the questions are sound and understood in correlation to the MITB model....

  14. Burnout hazard in teachers results of a clinical-psychological intervention study

    Directory of Open Access Journals (Sweden)

    Wegner Ralf

    2011-12-01

    Full Text Available Abstract Background The study investigates whether established in-patient therapy for teachers with burnout results in long-acting success and whether gender gaps and differences between teachers of different school levels exist. According to our knowledge, our study is the most extensive inpatient intervention study on the burnout of a defined occupational group, i.e., teachers. Methods 200 teachers participated, 150 took part in a later performed katamnestic survey. The Maslach Burnout Inventory (MBI was used and work-related data were recorded. The days of incapacity for work and the percentage of teachers endangered by burnout decreased, which supports the long-term success of the treatment. Results Significant differences between males and females and between teacher levels were found. However, the differences between teacher levels only showed up before treatment. Because males only underwent treatment at a more severe stage, further efforts in persuading males to start therapy earlier are needed. Conclusions The proven and long-term success of the performed intervention could have greater effects if people, especially males, undergo treatment more frequently. Our results are based on selectively high proposition of teachers of advanced age. Thus it is possible that the long term effect of the intervention, particularly on retirement age, is greater when the intervention is started earlier. Regular burnout tests could help to identify risk cases among teachers at an early stage and to offer a therapeutic intervention.

  15. Validation of Competences and Professionalisation of Teachers and Trainers = Validation des Acquis et Professionnalisation des Enseignants et Formateurs. CEDEFOP Dossier Series.

    Science.gov (United States)

    de Blignieres-Legeraud, Anne; Bjornavold, Jens; Charraud, Anne-Marie; Gerard, Francoise; Diamanti, Stamatina; Freundlinger, Alfred; Bjerknes, Ellen; Covita, Horacio

    A workshop aimed to clarify under what conditions the validation of knowledge gained through experience can be considered a professionalizing factor for European Union teachers and trainers by creating a better link between experience and training and between vocational training and qualifications. Seven papers were presented in addition to an…

  16. On objectivity and validity of oral examinations in psychology – A replication

    Directory of Open Access Journals (Sweden)

    Karl Westhoff

    2010-09-01

    Full Text Available A hierarchy of requirements applying to practising psychologists is the basis of a concept for oral examinations in psychological assessment. A study on the objectivity of oral examinations was replicated. We found very high correlations between the evaluations of examiner and assessor and high correlations between the examinees’ self-evaluations after the exam. Examinees’ self-evaluations before the examinations correlated at about 0.48 with the marks in the oral examina-tion. The results concerning preparation do not uniformly show that preparation in a group and mutual examination lead to better marks compared to preparation alone.

  17. From Teachers' Perspectives: The Social and Psychological Benefits of Multiage Elementary Classrooms.

    Science.gov (United States)

    Marshak, David

    This paper on multiage classrooms provides first steps toward a systemic understanding of the defining qualities of multiage classrooms and, from teachers' perspectives, the benefits of such classrooms for students, teachers, and parents. The multiage classroom movement in elementary schools is viewed as not just restructuring, but also as the…

  18. Chinese College Students' Perceptions of Excellent Teachers across Three Disciplines: Psychology, Chemical Engineering, and Education

    Science.gov (United States)

    Liu, Shujie; Keeley, Jared; Buskist, William

    2016-01-01

    Researchers have found that students from different academic disciplines tend to value different qualities in their teachers, and cultural differences play a role in which qualities students appreciate in their professors. The present/current study employed the Teacher Behavior Checklist as an operationalization of teaching qualities in a…

  19. The Relationship between Psychological Factors and Inquiry-Based Working by Primary School Teachers

    Science.gov (United States)

    Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique

    2017-01-01

    Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study…

  20. Chinese College Students' Perceptions of Excellent Teachers across Three Disciplines: Psychology, Chemical Engineering, and Education

    Science.gov (United States)

    Liu, Shujie; Keeley, Jared; Buskist, William

    2016-01-01

    Researchers have found that students from different academic disciplines tend to value different qualities in their teachers, and cultural differences play a role in which qualities students appreciate in their professors. The present/current study employed the Teacher Behavior Checklist as an operationalization of teaching qualities in a…

  1. Global Positioning System Technology (GPS for Psychological Research: A Test of Convergent and Nomological Validity

    Directory of Open Access Journals (Sweden)

    Pedro eWolf

    2013-06-01

    Full Text Available The purpose of this paper is to examine the convergent and nomological validity of a GPS-based measure of daily activity, operationalized as Number of Places Visited (NPV. Relations among the GPS-based measure and two self-report measures of NPV, as well as relations among NPV and two factors made up of self-reported individual differences were examined. The first factor was composed of variables related to an Active Lifestyle (AL (e.g. positive affect, extraversion… and the second factor was composed of variables related to a Sedentary Lifestyle (SL (e.g. depression, neuroticism…. NPV was measured over a four-day period. This timeframe was made up of two week and two weekend days. A bi-variate analysis established one level of convergent validity and a Split-Plot GLM examined convergent validity, nomological validity, and alternative hypotheses related to constraints on activity throughout the week simultaneously. The first analysis revealed significant correlations among NPV measures- weekday, weekend, and the entire four day blocks, supporting the convergent validity of the Diary-, Google Maps-, and GPS-NPV measures. Results from the second analysis, indicating non-significant mean differences in NPV regardless of method, also support this conclusion. We also found that AL is a statistically significant predictor of NPV no matter how NPV was measured. We did not find a statically significant relation among NPV and SL. These results permit us to infer that the GPS-based NPV measure has convergent and nomological validity.

  2. Medical students are from Mars--business and psychology students are from Venus--- University teachers are from Pluto?

    Science.gov (United States)

    Stevenson, Keith; Sander, Paul

    2002-01-01

    This study explores further the reasons given by the first year medical students in comparison with first year business and first year psychology students for their selection of lectures, student role play, and student presentations as their least preferred teaching method. The reasons were originally given in a questionnaire exploring student expectations of university teaching completed by 195 medical, 128 business and 72 psychology students in their first week at university (Sander et al, 2000). The analysis reported here suggests that whilst students irrespective of course gave similar reasons for not liking lectures, there were subtle differences between medical students and business and psychology students in the reasons they gave for not liking student role play and student presentations. These differences suggest that many first year medical students can be suspicious of the value of student centred learning methods. Teachers hoping to use these methods should acknowledge student suspicion and work to help students see the value of these techniques to encourage their full participation.

  3. Sources of Validity Evidence for Educational and Psychological Tests: A Follow-Up Study

    Science.gov (United States)

    Cizek, Gregory J.; Bowen, Daniel; Church, Keri

    2010-01-01

    This study followed up on previous work that examined the incidence of reporting evidence based on test consequences in "Mental Measurements Yearbook". In the present study, additional possible outlets for what has been called "consequential validity" evidence were investigated, including all articles published in the past 10 years in several…

  4. Development and Validation of Social Provision Scale on First Year Undergraduate Psychological Adjustment

    Science.gov (United States)

    Oluwatomiwo, Oladunmoye Enoch

    2015-01-01

    This study examined the development and validation of socio provision scale on first year undergraduates adjustment among institution in Ibadan metropolis. The study adopted a descriptive survey design. A sample of 300 participants was randomly selected across institutions in Ibadan. Data were collected using socio provision scale (a =0.76),…

  5. The effect of psychological capital between work-family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation.

    Science.gov (United States)

    Pu, Jun; Hou, Hanpo; Ma, Ruiyang; Sang, Jinyan

    2016-03-29

    In this study, we investigated the relationship between work-family conflict and job burnout as well as the potential mediation/moderation effects of psychological capital. Participants were 357 university teachers who completed a questionnaire packet containing a work-family conflict scale, psychological capital questionnaire, and Maslach Burnout Inventory-General survey. According to the results, work-family conflict and psychological capital were both significantly correlated with job burnout. In addition, psychological capital cannot mediate-but can moderate-the relationship between work-family conflict and job burnout. Taken together, our findings shed light on the psychological capital underlying the association of work-family conflict and job burnout.

  6. The Parent Psychological Flexibility Questionnaire (PPFQ: Item Reduction and Validation in a Clinical Sample of Swedish Parents of Children with Chronic Pain

    Directory of Open Access Journals (Sweden)

    Camilla Wiwe Lipsker

    2016-11-01

    Full Text Available In pediatric chronic pain, research indicates a positive relation between parental psychological flexibility (i.e., the parent’s willingness to experience distress related to the child’s pain in the service of valued behavior and level of functioning in the child. This points to the utility of targeting parental psychological flexibility in pediatric chronic pain. The Parent Psychological Flexibility Questionnaire (PPFQ is currently the only instrument developed for this purpose, and two previous studies have indicated its reliability and validity. The current study sought to validate the Swedish version of the 17-item PPFQ (PPFQ-17 in a sample of parents (n = 263 of children with chronic pain. Factor structure and internal reliability were evaluated by means of principal component analysis (PCA and Cronbach’s alpha. Concurrent criterion validity was examined by hierarchical multiple regression analyses with parental anxiety and depression as outcomes. The PCA supported a three-factor solution with 10 items explaining 69.5% of the total variance. Cronbach’s alpha (0.86 indicated good internal consistency. The 10-item PPFQ (PPFQ-10 further explained a significant amount of variance in anxiety (29%, and depression (35.6%, confirming concurrent validity. In conclusion, results support the reliability and validity of the PPFQ-10, and suggest its usefulness in assessing psychological flexibility in parents of children with chronic pain.

  7. Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

    NARCIS (Netherlands)

    Schaaf, M.F. van der

    2005-01-01

    The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to f

  8. Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

    NARCIS (Netherlands)

    Schaaf, M.F. van der

    2005-01-01

    The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to

  9. The effect of failure on cognitive and psychological symptom validity tests in litigants with symptoms of post-traumatic stress disorder.

    Science.gov (United States)

    Demakis, George J; Gervais, Roger O; Rohling, Martin L

    2008-09-01

    This study examined the influence of performance on cognitive and psychological symptom validity tests on neuropsychological and psychological test performance in claimants evaluated in a medico-legal context (N = 301) with symptoms of PTSD. A second purpose of this study was to examine the influence of the severity of PTSD symptoms on cognitive test performance after excluding patients who failed to put forth adequate best effort and who exaggerated psychiatric symptoms. Patients were administered a battery of neuropsychological measures that were aggregated into a composite measure, the Cognitive-Test Battery Mean (C-TBM). Patients were also administered a battery of psychological tests that were aggregated into another composite measure, the Psychological-Test Battery Mean (P-TBM). We found that failure on cognitive symptom validity tests was associated with significantly poorer neuropsychological functioning, but there was not a significant effect on psychological symptoms. Conversely, failure on psychological symptom validity tests was associated with higher levels of psychopathology, but there was not a significant effect on cognitive ability. Finally, once patients were screened for adequate effort and genuine symptom reporting, the severity of PTSD symptoms did not appear to influence cognitive ability. This is the first study that assessed both types of symptom validity testing in PTSD claimants, which is important given that previous literature has demonstrated cognitive impairment in PTSD and that individuals with PTSD tend to claim cognitive impairment. Implications of these findings are discussed with regard to the existing literature and the relationship between these two types of symptom validity tests.

  10. Development and validation of the short version of the Psychological General Well-Being Index (PGWB-S

    Directory of Open Access Journals (Sweden)

    Pace Fabio

    2006-11-01

    Full Text Available Abstract Background The PGWBI is a 22-item health-related Quality of Life (HRQoL questionnaire developed in US which produces a self-perceived evaluation of psychological well-being expressed by a summary score. The PGWBI has been validated and used in many countries on large samples of the general population and on specific patient groups. Recently a study was carried out in Italy to reduce the number of items of the original questionnaire, yielding the creation of a shorter validated version of the questionnaire (PGWB-S. The purpose of the present paper is to describe the methods adopted and to report and discuss the relevance of results. Methods Data for this study were collected from 4 different population samples: two general population samples a student and a patient sample. On the basis of the results of the first (development sample population, six relevant items were identified statistically from the original questionnaire and grouped to assemble a new summary scale. Following the newly created 6-item questionnaire was administered in three independent population samples. Descriptive statistics, correlation coefficients, univariate and multivariate regression analyses were used to compare the performance of the long and short questionnaire, within and between population samples and across relevant subgroups. A further independent sample extracted by an ongoing cancer clinical trial served as final validation step. Results Overall, the questionnaires were administered to 1443 subjects. Six items were selected by a step-wise approach to explain 90% of the variance of the summary measure of the original questionnaire. Response rates reached 100%, while missing items were not observed. University students (n = 400 showed the highest mean value of the summary measure (75.3; while the patient sample (n = 28 had the lowest score (71.5. The correlation coefficients between the summary measures and the single items according to the different

  11. Psychological Types of Female Primary School Teachers in Anglican State-Maintained Schools in England and Wales: Implications for Continuing Professional Development

    Science.gov (United States)

    Francis, Leslie J.; Lankshear, David W.; Robbins, Mandy

    2011-01-01

    A sample of 221 female primary school teachers in Anglican state-maintained schools in England and Wales completed the Francis Psychological Type Scales (FPTS). The data demonstrated clear preferences for Extraversion (E) over Introversion (I), for Sensing (S) over Intuition (N), for Feeling (F) over Thinking (T) and for Judging (J) over…

  12. The Role That Teachers Play in Overcoming the Effects of Stress and Trauma on Children's Social Psychological Development: Evidence from Northern Uganda

    Science.gov (United States)

    Willis, Alison S.; Nagel, Michael C.

    2015-01-01

    Based on social psychological and neurobiological models of human development, this paper proposes that the role of the teacher is central in the rehabilitation of children who have suffered the effects of stress and trauma. The purpose of this paper is to describe the experiences of educators regarding children's learning. This study used a…

  13. 试论体育教师在教学中的心理偏差和解决对策%Physical Teachers' Psychological Deviation & Counterplot in Teaching

    Institute of Scientific and Technical Information of China (English)

    陈佩辉

    2001-01-01

    This article analyses the psychological deviation easily existedin physical teachers' teaching.It offers the counterplots to solve the deviation as well.%针对体育教师在教学中容易存在的心理偏差进行分析,并提出解决的对策。

  14. What College Teachers Should Know about Memory: A Perspective from Cognitive Psychology

    Science.gov (United States)

    Miller, Michelle D.

    2011-01-01

    Cognitive psychology has much to contribute to our understanding of the best ways to promote learning and memory in the college classroom. However, cognitive theory has evolved considerably in recent decades, and it is important for instructors to have an up-to-date understanding of these theories, particularly those--such as memory theories--that…

  15. What College Teachers Should Know about Memory: A Perspective from Cognitive Psychology

    Science.gov (United States)

    Miller, Michelle D.

    2011-01-01

    Cognitive psychology has much to contribute to our understanding of the best ways to promote learning and memory in the college classroom. However, cognitive theory has evolved considerably in recent decades, and it is important for instructors to have an up-to-date understanding of these theories, particularly those--such as memory theories--that…

  16. Validation of the Long- and Short-Form of the Ethical Values Assessment (EVA): A Questionnaire Measuring the Three Ethics Approach to Moral Psychology

    Science.gov (United States)

    Padilla-Walker, Laura Maria; Jensen, Lene Arnett

    2016-01-01

    Moral psychology has been moving toward consideration of multiple kinds of moral concepts and values, such as the Ethics of Autonomy, Community, and Divinity. While these three ethics have commonly been measured qualitatively, the current study sought to validate the long and short forms of the Ethical Values Assessment (EVA), which is a…

  17. Students Relationships and Teacher's Authority as Axiological, Ethical, Pedagogical, Social and Psychological Problems

    Science.gov (United States)

    Sawicki, Silvester

    2011-01-01

    The paper is focused on the research into the problems of education regarding the relations between students (bullying, competiveness and cooperation) and the decreasing teacher's authority in schools and society. We found that relations between pupils and students of elementary and secondary schools show several negative tendencies including harming each other, reduced rate of mutual sensitivity and preference of rivality to cooperation. Authority of teachers is permanently decreasing not only with pupils and students, but with parents and society, too. Society, parents and students much less value study results and wisdom, and these issues consequently influence the decreasing teacher's status. On the other hand, this behavior leads to decreasing the interest in semantic learning. The roots of these problems can be found in the postmodern crisis of Western culture, associated with severe deficiencies of the political system and market economy as well as one-sided rational orientation of Western society at the expense of the spiritual needs of man.

  18. The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

    Directory of Open Access Journals (Sweden)

    Haya Kaplan

    2017-08-01

    Full Text Available The study employed a self-determination theory (SDT framework to explore pre-service teachers’ perceptions of their professional training in relation to motivational outcomes. We hypothesized that students’ perceptions of basic psychological need support will be positively associated with their sense of relatedness, competence, and autonomous motivation and negatively associated with controlled motivation. Sense of relatedness, competence, and autonomous motivation were hypothesized to be positively associated with personal accomplishment, engagement, and self-exploration and negatively associated with emotional exhaustion. The study was conducted within a multicultural context, which enabled exploration of the hypotheses among students from two different cultural backgrounds. Based on the universality of SDT, we expected that the general models would be similar for both cultures, although some mean level and correlational paths may be different. The sample (N = 308; mean age 23.4 consisted of Muslim Arab-Bedouin (55.3% and Jewish (44.7% pre-service teachers enrolled in the same teachers’ college in Israel. The participants completed self-report surveys assessing their sense of basic psychological need support, autonomous and controlled motivation, self-accomplishment, engagement, self-exploration, and emotional exhaustion. Multiple-group structural equation modeling revealed that need support contributed positively to autonomous motivation, sense of relatedness, and sense of competence in both cultures. Autonomous motivation contributed positively to sense of self-accomplishment, engagement, and self-exploration. Competence in turn was positively related to engagement and negatively related to emotional exhaustion, and relatedness was associated with engagement only among the Bedouin students, and with self-accomplishment only among the Jewish students. These results indicate that sense of need support is highly important regardless

  19. Evaluation and Participation in Secondary Education: Designing and Validating a Self-Evaluation Instrument for Teachers to Solicit Feedback from Pupils

    Science.gov (United States)

    Van Petegem, Peter; Deneire, Alexia; De Maeyer, Sven

    2008-01-01

    This paper describes the validation of a self-evaluation instrument for teachers in secondary education to solicit feedback from their pupils regarding specific aspects of the teacher's practice in class. This 92-item instrument--Teachers Learn from Pupils-Secondary Education (TLP-SE)--assesses 10 relevant classroom environment dimensions:…

  20. Boarding School Teachers' Psychological Burnout and its Intervention Way%寄宿制学校教师心理倦怠及其干预方式

    Institute of Scientific and Technical Information of China (English)

    吴沙

    2014-01-01

    Teachers' psychological burnout in boarding schools of the individual factors, family factors and social factors, and is reflected in the teachers adaptability, occupation behavior, interpersonal communication, health status, through the in-tervention measures to construction of teachers' psychological health.%教师心理倦怠在寄宿制学校成因有其个人因素、家庭因素和社会因素构成,并具体体现在教师的适应性、职业行为、人际交往、身体状况等方面,通过干预措施期待构建教师健康心理素质。

  1. Fairness in teacher evaluation: validity of personal evaluations based on an classroom observation instrument measuring sequential development of teaching skill

    NARCIS (Netherlands)

    van der Lans, Rikkert; van de Grift, Willem; van Veen, Klaas

    2014-01-01

    Interest in teacher evaluation is mainly motivated by a desire for selection. Given this motivation, it is unrealistic to think that an evaluation instrument will never result in others making summative decisions about teachers’ careers. This study applies the validity argument approach (Kane, 2006)

  2. Teacher Locus of Control: A Study of Its Reliability and Validity by Discriminant Analysis. Research Paper ERU-3-88.

    Science.gov (United States)

    Soh, Kay-cheng

    The validity of teacher locus of control (TLOC) as measured by an instrument adapted for this purpose was studied. The construct refers to the individual's perception that changes in his or her environment result from internal or external factors. An adaptation of a scale developed by R. C. Taylor et al. (1981) was used to measure TLOC. The first…

  3. Validity of the motor observation questionnaire for teachers as a screening instrument for children at risk for developmental coordination disorder

    NARCIS (Netherlands)

    Schoemaker, Marina M.; Flapper, Boudien C.T.; Reinders-Messelink, Heleen A.; Kloet, Arend de

    This study investigates validity of the Motor Observation Questionnaire for Teachers (MOQ-T) in 182 children aged 5-10 years, 91 children referred for motor problems to a rehabilitation center and 91 comparison children. Performance on the MOQ-T was compared to performance on the Movement Assessment

  4. Fairness in teacher evaluation: validity of personal evaluations based on an classroom observation instrument measuring sequential development of teaching skill

    NARCIS (Netherlands)

    van der Lans, Rikkert; van de Grift, Willem; van Veen, Klaas

    2014-01-01

    Interest in teacher evaluation is mainly motivated by a desire for selection. Given this motivation, it is unrealistic to think that an evaluation instrument will never result in others making summative decisions about teachers’ careers. This study applies the validity argument approach (Kane, 2006)

  5. Evaluation of the validity of the Psychology Experiment Building Language tests of vigilance, auditory memory, and decision making

    Directory of Open Access Journals (Sweden)

    Brian Piper

    2016-03-01

    Full Text Available Background. The Psychology Experimental Building Language (PEBL test battery (http://pebl.sourceforge.net/ is a popular application for neurobehavioral investigations. This study evaluated the correspondence between the PEBL and the non-PEBL versions of four executive function tests. Methods. In one cohort, young-adults (N = 44 completed both the Conner’s Continuous Performance Test (CCPT and the PEBL CPT (PCPT with the order counter-balanced. In a second cohort, participants (N = 47 completed a non-computerized (Wechsler and a computerized (PEBL Digit Span (WDS or PDS both Forward and Backward. Participants also completed the Psychological Assessment Resources or the PEBL versions of the Iowa Gambling Task (PARIGT or PEBLIGT. Results. The between-test correlations were moderately high (reaction time r = 0.78, omission errors r = 0.65, commission errors r = 0.66 on the CPT. DS Forward was significantly greater than DS Backward on the WDS (p < .0005 and the PDS (p < .0005. The total WDS score was moderately correlated with the PDS (r = 0.56. The PARIGT and the PEBLIGTs showed a very similar pattern for response times across blocks, development of preference for Advantageous over Disadvantageous Decks, and Deck selections. However, the amount of money earned (score–loan was significantly higher in the PEBLIGT during the last Block. Conclusions. These findings are broadly supportive of the criterion validity of the PEBL measures of sustained attention, short-term memory, and decision making. Select differences between workalike versions of the same test highlight how detailed aspects of implementation may have more important consequences for computerized testing than has been previously acknowledged.

  6. Evaluation of the validity of the Psychology Experiment Building Language tests of vigilance, auditory memory, and decision making.

    Science.gov (United States)

    Piper, Brian; Mueller, Shane T; Talebzadeh, Sara; Ki, Min Jung

    2016-01-01

    Background. The Psychology Experimental Building Language (PEBL) test battery (http://pebl.sourceforge.net/) is a popular application for neurobehavioral investigations. This study evaluated the correspondence between the PEBL and the non-PEBL versions of four executive function tests. Methods. In one cohort, young-adults (N = 44) completed both the Conner's Continuous Performance Test (CCPT) and the PEBL CPT (PCPT) with the order counter-balanced. In a second cohort, participants (N = 47) completed a non-computerized (Wechsler) and a computerized (PEBL) Digit Span (WDS or PDS) both Forward and Backward. Participants also completed the Psychological Assessment Resources or the PEBL versions of the Iowa Gambling Task (PARIGT or PEBLIGT). Results. The between-test correlations were moderately high (reaction time r = 0.78, omission errors r = 0.65, commission errors r = 0.66) on the CPT. DS Forward was significantly greater than DS Backward on the WDS (p < .0005) and the PDS (p < .0005). The total WDS score was moderately correlated with the PDS (r = 0.56). The PARIGT and the PEBLIGTs showed a very similar pattern for response times across blocks, development of preference for Advantageous over Disadvantageous Decks, and Deck selections. However, the amount of money earned (score-loan) was significantly higher in the PEBLIGT during the last Block. Conclusions. These findings are broadly supportive of the criterion validity of the PEBL measures of sustained attention, short-term memory, and decision making. Select differences between workalike versions of the same test highlight how detailed aspects of implementation may have more important consequences for computerized testing than has been previously acknowledged.

  7. Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience

    Science.gov (United States)

    Razzak, Nina Abdul

    2012-01-01

    There was a concern from faculty at Bahrain Teachers' College that undergraduate Bahraini students lack the necessary competencies needed for success in educational contexts that are conducive to active, student-centered learning. It was decided that the students be introduced to a problem-based learning (PBL) strategy in one of their educational…

  8. Are Teachers' Psychological Control, Autonomy Support and Autonomy Suppression Associated with Students' Goals?

    Science.gov (United States)

    Madjar, Nir; Nave, Adi; Hen, Shiran

    2013-01-01

    This study investigated associations between student-perceived teacher behaviours and students' personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation.…

  9. Psychological Immunity Research to the Improvement of the Professional Teacher Training’s National Methodological and Training Development

    Directory of Open Access Journals (Sweden)

    Bredács Alice Mária

    2016-05-01

    Full Text Available In this study, we introduce what kind of role is played by psychological immunity and its sub-factors and its factor values in life of the students taking part in the professional training, in their performance at school, in the improvability of the students′ strengths and weaknesses. The target of the research is to renew the methodology of the professional training through becoming acquainted with the students of the new generations more exactly. Since, the new generation has changed and it is still changing even today. Their education - training is getting more and more difficult because we do not know them enough. Teachers say that the knowledge of the students, the level of their education, mainly in the specialised secondary schools, is very low because the series of their failures can be detected and the non-attendance is also typical. Much of the students do not have any relevant prospect for the future after the specialised secondary school; they do not have any targets in the long run. The teachers in the specialised secondary schools observe that students are disinterested, they miss persistence, their control ability is very low, the EQ is decreasing and their self-knowledge is imperfect. All of them can be the source of conflicts.

  10. Developing and Validating a Competence Framework for Secondary Mathematics Student Teachers through a Delphi Method

    Science.gov (United States)

    Muñiz-Rodríguez, Laura; Alonso, Pedro; Rodríguez-Muñiz, Luis J.; Valcke, Martin

    2017-01-01

    Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student…

  11. Reliability and construct validity of factors underlying the emotional intelligence of Iranian EFL teachers

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    Ebrahim Khodadady

    2013-06-01

    Full Text Available Home Journal Archive V1N3A8Reliability and construct validity of factors underlying the emotional intelligence of Iranian EFL teachers   Ebrahim Khodadady Ferdowsi University of Mashhad Saaber Andargani TabrizFerdowsi University of MashhadInternational Branch, Mashhad, Iran    ABSTRACT The 133-item Emotional Quotient Inventory (EQ-i designed by Bar-On (1997 and translated by Dehshiry (2003 was revised and modified by removing the response validity items, changing reverse indicators into positively worded statements and revising the remaining 117 Persian indicators on the basis of schema theory. It was administered to 669 instructors most of whom were teaching English as a foreign language (EFL in national branches of Iran Language Institute in 15 cities. The application of the Principal Axis Factoring to the data and rotating the extracted factors via Varimax with Kaiser Normalization yielded 15 latent variables (LVs called Humanistic, Self-Satisfying, Self-Confident, Self-Aware, Self-Controlled, Research-Oriented, Content, Sociable, Empathetic, Tolerant, Flexible, Realistic, Independent, Emotional and Happy in this study. Not only did the modified Persian EQ-I proved to be more reliable than its original version, but also its thirteen LVs reached very high and acceptable levels of reliability. With the exception of the last, all the LVs also correlated significantly with each other and thus established the EI as a multifactorial construct whose constituting LVs are closely related to each other. The findings question correlating the so-called competences of EI and offer employing the factorially valid LVs as the best factors to explore the relationship between EI and variables involved in teaching and learning EFL.

  12. Validation of a Spanish version of the psychological inflexibility in pain scale (PIPS) and an evaluation of its relation with acceptance of pain and mindfulness in sample of persons with fibromyalgia

    OpenAIRE

    Rodero, Baltasar; Pereira, Joao Paulo; Pérez-Yus, Maria Cruz; Casanueva, Benigno; Serrano-Blanco, Antonio; Rodrigues da Cunha Ribeiro, Maria J; Luciano, Juan V; Garcia-Campayo, Javier

    2013-01-01

    Background Psychological flexibility has been suggested as a fundamental process in health. The Psychological Inflexibility in Pain Scale (PIPS) is one of the scales employed for assessing psychological inflexibility in pain patients. The aim of this study was to validate the Spanish version of the PIPS and secondly, to compare it to two other psychological constructs, the acceptance of pain and mindfulness scales. Methods The PIPS was translated into Spanish by two bilingual linguistic exper...

  13. Emotional and Psychological Well-Being in Children: The Development and Validation of the Stirling Children's Well-Being Scale

    Science.gov (United States)

    Liddle, Ian; Carter, Greg F. A.

    2015-01-01

    The Stirling Children's Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of…

  14. Emotional and Psychological Well-Being in Children: The Development and Validation of the Stirling Children's Well-Being Scale

    Science.gov (United States)

    Liddle, Ian; Carter, Greg F. A.

    2015-01-01

    The Stirling Children's Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of…

  15. PSYCHOLOGICAL ASPECTS OF PERCEPTION AND INDERSTANDING OF TEACHERS BY UNIVERSITY STUDENTS

    OpenAIRE

    Daniil K. Romanov; Liliya M. Dauksha

    2016-01-01

    Introduction: the paper is concerned with the problem of increasing the quality of training processes at the university. One of the ways is to increase the efficiency of educational dialogue in the system “teacher – student”. The paper presents a theoretical analysis of the problem of communication and interpersonal under standing. The authors highlight the basic functions of the other person’s image and his/her connection with the content of the joint activity. Materials and Methods: the...

  16. A life-course and time perspective on the construct validity of psychological distress in women and men. Measurement invariance of the K6 across gender

    Directory of Open Access Journals (Sweden)

    Boyer Richard

    2010-07-01

    Full Text Available Abstract Background Psychological distress is a widespread indicator of mental health and mental illness in research and clinical settings. A recurrent finding from epidemiological studies and population surveys is that women report a higher mean level and a higher prevalence of psychological distress than men. These differences may reflect, to some extent, cultural norms associated with the expression of distress in women and men. Assuming that these norms differ across age groups and that they evolve over time, one would expect gender differences in psychological distress to vary over the life-course and over time. The objective of this study was to investigate the construct validity of a psychological distress scale, the K6, across gender in different age groups and over a twelve-year period. Methods This study is based on data from the Canadian National Population Health Survey (C-NPHS. Psychological distress was assessed with the K6, a scale developed by Kessler and his colleagues. Data were examined through multi-group confirmatory factor analyses. Increasing levels of measurement and structural invariance across gender were assessed cross-sectionally with data from cycle 1 (n = 13019 of the C-NPHS and longitudinally with cycles 1 (1994-1995, 4 (2000-2001 and 7 (2006-2007. Results Higher levels of measurement and structural invariance across gender were reached only after the constraint of equivalence was relaxed for various parameters of a few items of the K6. Some items had a different pattern of gender non invariance across age groups and over the course of the study. Gender differences in the expression of psychological distress may vary over the lifespan and over a 12-year period without markedly affecting the construct validity of the K6. Conclusions This study confirms the cross-gender construct validity of psychological distress as assessed with the K6 despite differences in the expression of some symptoms in women and in men over

  17. Construction, validation and DIF determination of a test on problem solving for pre-service mathematics teachers

    Directory of Open Access Journals (Sweden)

    Von Anthony Gayas Torio

    2015-02-01

    Full Text Available The field of Mathematics requires a lot of critical thinking and problem solving. These skills are honed as early as the basic education years of the students. Teacher training institutions should make it a necessity that they are able to cater to pre-service teachers who will be able to meet the demands of mathematics education. This paper aimed to construct, validate and determine the Differential Item Functioning (DIF of a problem solving test for pre-service mathematics teachers. This test will later be used as a basis for designing interventions to improve the mathematical aptitude of pre-service teachers. Two universities were chosen with 100 third year students taking Bachelor of Science in Secondary Education major in Mathematics. The tests were constructed and validated by experts before administration to the participants. The participants took the examination and the test was improved based on the results of the item analysis. Differential Item Functioning was also tested using the Standardization Method. The study led to the development of a 60-item validated test on problem solving. After subjecting to DIF analysis, it was found that the two groups tested performed with no significant difference between individuals of similar abilities. The test yielded norm values per sub-skill of the test which will help gauge pre-service mathematics teachers’ problem-solving skills.

  18. College Teachers' Incentive Strategy Based on Psychological Contract%基于心理契约的高校教师激励策略研究

    Institute of Scientific and Technical Information of China (English)

    许加明

    2015-01-01

    高校教师心理契约是存在于高校和教师之间的一份内隐协议,具体包含了交易责任、发展责任和关系责任三个维度。因此,可以从物质报酬、职业发展和人际关系三方面来制定高校教师激励策略,激发高校教师的工作动机。%Psychological Contract for university teachers is an implicit agreement present between the university and teach-ers, specific transaction responsibilities included the development of the relationship between responsibility and liability of the three dimensions. Therefore, to develop university teacher incentive policies to stimulate the motivation of university tea-chers from the material rewards, career development and personal relationships three areas.

  19. Experiments in the Validity of Preservice Teacher Stage Scoring of Moral Thought Statements.

    Science.gov (United States)

    Napier, John D.

    1978-01-01

    Two experiments were conducted to assess the ability of preservice teachers to score moral thought statements using Kohlberg's theory of moral development. Results indicate that teachers, in general, are not able to rate the statements with consistency. (JKS)

  20. Developing Attitude Scale, Reliability and Validity for Pre-Service Teachers towards Drama Lesson

    Science.gov (United States)

    Çelik, Özkan; Bozdemir, Hafife; Uyanik, Gökhan

    2016-01-01

    The purpose of this study is to develop an attitude scale for pre-service teachers towards drama lesson. Survey model was used in study. The sample of study consisted of 258 pre-service teachers. "Attitude scale towards drama lesson for pre-service teachers" was developed and used as data collection tool. Exploratory and confirmatory…

  1. Development and Validation of a Questionnaire Measuring Teachers' Motivations for Teaching in Higher Education

    Science.gov (United States)

    Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter

    2012-01-01

    A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers' motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important…

  2. Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior

    Science.gov (United States)

    Carter, Lauren M.; Williford, Amanda P.; LoCasale-Crouch, Jennifer

    2014-01-01

    Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics,…

  3. Measuring Teacher Knowledge of Classroom Social Networks: Convergent and Predictive Validity in Elementary School Classrooms

    Science.gov (United States)

    Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

    2012-01-01

    This study contributes to a growing body of literature focused on the role of the teacher's "invisible hand" in managing students social relationships. The authors focus on one specific aspect of attunement, teachers' social network knowledge, which they conceptualize as the completeness and accuracy of the teacher's social network…

  4. Improving the Head Teacher's Working Efficiency by Introducing Psychological Education%引入心理教育,提高班主任工作效能

    Institute of Scientific and Technical Information of China (English)

    梁丽君

    2012-01-01

    It is necessary and feasible to implement psychological education for head teachers in China's primary and secondary schools and technical schools.Meanwhile,there should be some changes in concepts and measures in the head teacher's work, and it should refer to some traditional principles and methods in psychological counseling, so as to develop new styles for counselors and improve their working efficiency.%班主任实施心理教育,在我国中小学校以及技工教育中不仅必要而且可行。同时,班主任工作宜转变一些观念和做法,特别在个别辅导中多借鉴传统心理辅导原则、方法、技术,发展适合班主任的辅导新方式,提高班主任工作的效能。

  5. Reliability and validity of neurobehavioral function on the Psychology Experimental Building Language test battery in young adults

    Directory of Open Access Journals (Sweden)

    Brian J. Piper

    2015-12-01

    Full Text Available Background. The Psychology Experiment Building Language (PEBL software consists of over one-hundred computerized tests based on classic and novel cognitive neuropsychology and behavioral neurology measures. Although the PEBL tests are becoming more widely utilized, there is currently very limited information about the psychometric properties of these measures.Methods. Study I examined inter-relationships among nine PEBL tests including indices of motor-function (Pursuit Rotor and Dexterity, attention (Test of Attentional Vigilance and Time-Wall, working memory (Digit Span Forward, and executive-function (PEBL Trail Making Test, Berg/Wisconsin Card Sorting Test, Iowa Gambling Test, and Mental Rotation in a normative sample (N = 189, ages 18–22. Study II evaluated test–retest reliability with a two-week interest interval between administrations in a separate sample (N = 79, ages 18–22.Results. Moderate intra-test, but low inter-test, correlations were observed and ceiling/floor effects were uncommon. Sex differences were identified on the Pursuit Rotor (Cohen’s d = 0.89 and Mental Rotation (d = 0.31 tests. The correlation between the test and retest was high for tests of motor learning (Pursuit Rotor time on target r = .86 and attention (Test of Attentional Vigilance response time r = .79, intermediate for memory (digit span r = .63 but lower for the executive function indices (Wisconsin/Berg Card Sorting Test perseverative errors = .45, Tower of London moves = .15. Significant practice effects were identified on several indices of executive function.Conclusions. These results are broadly supportive of the reliability and validity of individual PEBL tests in this sample. These findings indicate that the freely downloadable, open-source PEBL battery (http://pebl.sourceforge.net is a versatile research tool to study individual differences in neurocognitive performance.

  6. Reliability and validity of neurobehavioral function on the Psychology Experimental Building Language test battery in young adults.

    Science.gov (United States)

    Piper, Brian J; Mueller, Shane T; Geerken, Alexander R; Dixon, Kyle L; Kroliczak, Gregory; Olsen, Reid H J; Miller, Jeremy K

    2015-01-01

    Background. The Psychology Experiment Building Language (PEBL) software consists of over one-hundred computerized tests based on classic and novel cognitive neuropsychology and behavioral neurology measures. Although the PEBL tests are becoming more widely utilized, there is currently very limited information about the psychometric properties of these measures. Methods. Study I examined inter-relationships among nine PEBL tests including indices of motor-function (Pursuit Rotor and Dexterity), attention (Test of Attentional Vigilance and Time-Wall), working memory (Digit Span Forward), and executive-function (PEBL Trail Making Test, Berg/Wisconsin Card Sorting Test, Iowa Gambling Test, and Mental Rotation) in a normative sample (N = 189, ages 18-22). Study II evaluated test-retest reliability with a two-week interest interval between administrations in a separate sample (N = 79, ages 18-22). Results. Moderate intra-test, but low inter-test, correlations were observed and ceiling/floor effects were uncommon. Sex differences were identified on the Pursuit Rotor (Cohen's d = 0.89) and Mental Rotation (d = 0.31) tests. The correlation between the test and retest was high for tests of motor learning (Pursuit Rotor time on target r = .86) and attention (Test of Attentional Vigilance response time r = .79), intermediate for memory (digit span r = .63) but lower for the executive function indices (Wisconsin/Berg Card Sorting Test perseverative errors = .45, Tower of London moves = .15). Significant practice effects were identified on several indices of executive function. Conclusions. These results are broadly supportive of the reliability and validity of individual PEBL tests in this sample. These findings indicate that the freely downloadable, open-source PEBL battery (http://pebl.sourceforge.net) is a versatile research tool to study individual differences in neurocognitive performance.

  7. 音乐教师课堂应激心理及自我调适%Music teachers classroom psychological stress and self-adjustment

    Institute of Scientific and Technical Information of China (English)

    陈荣

    2013-01-01

    With music education reform continued to deepen ,music education affective features the full attention ,students learn increasingly comprehensive psychological studies ,but music teacher psychological research has been relatively scarce .Teaching is a stress careers ,in music teaching music teacher changes the psychological stress on students learning and learning outcomes have enormous impact Teachers also affect work perfomance and physical health ,the paper on the music teacher's classroom performance and stress source attrubution ,to explore classroom psychological stress of self -adjustment.%随着音乐教育改革的不断深入,音乐教育的情感性特征得到了充分的重视,学生的学习心理研究日趋全面,但是对于音乐教师的心理研究却相对匮乏。作为教师心理的重要研究部分,音乐教师应激心理在课堂教学中对学生的学习状况及学习结果有着巨大的影响,同时也影响教师工作绩效和身心健康,本文就音乐教师课堂的应激表现及应激源的归因,探索音乐教师课堂应激心理自我调适的手段。

  8. Implications of Humanistic Psychology Management for Kindergarten Teachers%人本主义心理学对幼儿园教师管理的启示

    Institute of Scientific and Technical Information of China (English)

    张丹枫

    2011-01-01

    人本主义心理学是20世纪五六十年代兴起的一种心理学思潮,研究的主题是人的本性及其与社会生活的关系.从人人都有存在和发展的需要出发,认为人人都要发展和完善自己,强调人的尊严和价值,建立起以人为中心的“人本主义”心理学、教育学方法论.人本主义心理学在幼儿园教师管理上的以人为本就是幼儿园管理必须要以师为本,尊重教师,发展教师,切实提高幼儿园管理的有效性.%Humanistic Psychology is a kind of psychological thoughts which is raised in fifties and sixties of the 20th century, and its research theme is human nature and its relationship with social life. Starting from the view that everyone has the need of existence and development, the paper thinks that everyone should develop and improve themselves, emphasize the dignity and worth, and establish people -centered "humanistic" psychology, education methodology. For the management of kindergarten teachers, the people-oriented idea of Humanistic Psychology is that the management of kindergarten must be based on teacher-centered view, respect teachers, develop teacher, and effectively improve the effectiveness of nursery management.

  9. Testing the Multidimensionality in Teacher Interpersonal Behavior: Validating the Questionnaire on Teacher Interaction Using the Rasch Measurement Model.

    Science.gov (United States)

    Fulmer, Gavin W; Lang, Quek Choon

    2015-01-01

    This study investigated the perceptions of 1235 students of their form teachers' interpersonal behaviors across 40 classrooms in 24 Singaporean secondary schools. The 32-item Questionnaire on Teacher Interaction (QTI) survey was administered to obtain the initial quantitative data of teacher behaviors perceived by the students in these classrooms. The eight scales of QTI are: Leadership, Helping/Friendly, Understanding, Student Responsibility/ Freedom, Uncertain, Dissatisfied, Admonishing, and Strict. The Rasch measurement model was used to estimate students' traits with respect to each subscale, and then to examine its proposed multidimensional structure. Findings demonstrate overall good fit of the responses with the Rasch model for each subscale. Findings also support the hypothesized relationships among the eight dimensions proposed for the QTI.

  10. 高校女教师生活满意度状况调查%Life satisfaction of female college teachers and its relationship with positive psychological quality

    Institute of Scientific and Technical Information of China (English)

    赵加伟; 杨绍清; 朱小茼

    2016-01-01

    [ABSTRAT] Objective To evaluate female colleges teachers'current life satisfaction and its relation‐ship with positive psychological quality .Methods The Satisfaction with Life Scale (SWLS) and positive mental health scale (PM H ± 14 Chinese version) were used to survey 670 female college teachers .Re‐sults About 72 percent of female college teachers meet the basic satisfaction over their lives ,including different monthly income ,age ,marital status between the colleges and universities teacher life satisfac‐tion significantly differences( F =3 0.44 ,P <0 0.5 ;F =2 8.87 ,P <0 0.5;F = 5 1.73 ,P <0 0.5);Fe‐male teachers'positive psychological quality and life satisfaction were significantly positive correlation ( r =0 4.74 ,P <0 0.5) .Conclusion Nearly three -quarters of female college teachers having a better life satisfaction ,monthly income ,age and marital status are the factors of university teacher life satisfac‐tion;the higher of female college teachers'positive psychological quality ,the higher of it's life satisfac‐tion .%①目的了解高校女教师生活满意度现状。②方法采用生活满意度量表(SWLS)对670名高校女教师进行调查。③结果720.%的高校女教师对其生活达到基本满意以上,其中不同月收入、不同年龄、不同婚姻状况之间的高校女教师生活满意度存在显著差异( F =30.44,28.87,51.73;P <00.5);④结论近720.%的高校女教师生活满意度状况较好,月收入、年龄和婚姻状况是高校女教师生活满意度的影响因素。

  11. Design and validation of a standards-based science teacher efficacy instrument

    Science.gov (United States)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  12. A Measure of Common Variables Associated with Career Stages as Perceived by Principals and Teachers: Validation of a Model for Career Development.

    Science.gov (United States)

    DeMoulin, Donald F.; Guyton, John W.

    This pilot study sought to establish validity of a teacher career development model based on results from previous research which had isolated a series of career stages and several characteristics of each stage. The model was constructed to identify characteristics associated with effective and ineffective transfer of knowledge from teacher to…

  13. Student Self-Regulated Learning in an Urban High School: Predictive Validity and Relations between Teacher Ratings and Student Self-Reports

    Science.gov (United States)

    Cleary, Timothy J.; Callan, Gregory L.

    2014-01-01

    This study examined the predictive validity of a teacher rating scale called the Self-Regulation Strategy Inventory-Teacher Rating Scale (SRSI-TRS) and its level of convergence with several student self-report measures of self-regulated learning (SRL). Eighty-seven high school students enrolled in one of four sections of a mathematics course in an…

  14. The Inventory of Teacher-Student Relationships: Factor Structure, Reliability, and Validity among African American Youth in Low-Income Urban Schools

    Science.gov (United States)

    Murray, Christopher; Zvoch, Keith

    2011-01-01

    This study investigates the factor structure, reliability, and validity of the Inventory of Teacher-Student Relationships (IT-SR), a measure that was developed by adapting the widely used Inventory of Parent and Peer Attachments (Armsden & Greenberg, 1987) for use in the context of teacher-student relationships. The instrument was field tested…

  15. Measuring Twenty-First Century Skills: Development and Validation of a Scale for In-Service and Pre-Service Teachers

    Science.gov (United States)

    Jia, Yueming; Oh, Youn Joo; Sibuma, Bernadette; LaBanca, Frank; Lorentson, Mhora

    2016-01-01

    A self-report scale that measures teachers' confidence in teaching students about twenty-first century skills was developed and validated with pre-service and in-service teachers. First, 16 items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving,…

  16. Teacher Stress Inventory: validation of the Greek version and perceived stress levels among 3,447 educators

    Directory of Open Access Journals (Sweden)

    Kourmousi N

    2015-03-01

    Full Text Available Ntina Kourmousi, Christina Darviri, Liza Varvogli, Evangelos C Alexopoulos School of Medicine, University of Athens, Athens, Greece Background: The Teacher Stress Inventory (TSI is an instrument for measuring occupational stress in teachers. This study aimed to translate and adapt it for use in Greece, and then assess its reliability and validity. Methods: The Greek versions of the TSI and the 14-item Perceived Stress Scale (PSS-14 were posted on all Greek educators' official sites during May 2012. A nationwide sample of 3,447 teachers of all levels and specialties completed the questionnaires via the Internet. Reliability was determined by the calculation of Cronbach's alpha coefficient. Confirmatory factor analysis was conducted and validity was further examined by investigating the correlation of the TSI with the PSS-14 and their association with demographics and work-related factors. Results: Satisfactory Cronbach's alpha values (above 0.70 were found for all TSI dimensions. Confirmatory factor analysis confirmed the two-factor construct of TSI (root mean square error of approximation, comparative fit index, and goodness-of-fit index values were 0.079, 0.956, and 0.951, respectively, confirming the pre-established theory for the two latent variables, Stress Sources and Stress Manifestations. Significant correlations were found between TSI subscales, PSS-14 sex, age, lack of support, and students' difficulties. Conclusion: The Greek version of the TSI was found to have satisfactory psychometric properties, and its use for assessing stress in Greek teachers is warranted. Keywords: TSI, reliability, validity, Greek educators, occupational stress, psychosocial factors

  17. Examining The Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

    Science.gov (United States)

    Fraire, Michela; Longobardi, Claudio; Prino, Laura Elvira; Sclavo, Erica; Settanni, Michele

    2013-01-01

    Introduction: A growing body of literature suggest that the quality of teacher-child relationships is a determining factor in children's competence in social-emotional, behavioral functioning, and academic skills. Most of the research on student-teacher relationships has relied on these relationship perceptions. A well-known instrument to assess…

  18. Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL)

    Science.gov (United States)

    Gann, Linda; Bonner, Emily P.; Moseley, Christine

    2016-01-01

    Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

  19. Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

    Science.gov (United States)

    Maderick, Joseph Andrew

    2013-01-01

    Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

  20. Development, Validity, and Reliability of the Preservice Teachers' Attitude toward Educational Research (P-TATER) Scale

    Science.gov (United States)

    Gonyea, Nathan E.

    2013-01-01

    While there is a growing emphasis on the use of data in educational decision making and research to select educational interventions, there is still limited research on the attitudes of teachers toward research and even less research on preservice teachers' attitudes. Additionally, there are few quantitative instruments designed to measure…

  1. Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL)

    Science.gov (United States)

    Gann, Linda; Bonner, Emily P.; Moseley, Christine

    2016-01-01

    Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

  2. A Factor Analytic Validation Study of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC)

    Science.gov (United States)

    Nishimura, Trisha Sugita; Busse, Randy T.

    2015-01-01

    General and special education teachers (N = 125) completed the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of 0.89. The measure demonstrated excellent test-retest reliability (r = 0.99) and a dependent t-test was non-significant, indicating mean group…

  3. Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form.

    Science.gov (United States)

    Coelho, Vitor A; Sousa, Vanda; Marchante, Marta

    2016-08-01

    The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes.

  4. Rate of validity, reliability and difficulty indices for teacher-designed exam questions in first year high school

    Directory of Open Access Journals (Sweden)

    Gholamreza Jandaghi

    2008-07-01

    Full Text Available The purpose of the research is to determine high school teachers’ skill rate in designing exam questions in mathematics subject. The statistical population was all of mathematics exam shits for two semesters in one school year from which a sample of 364 exam shits was drawn using multistage cluster sampling. Two experts assessed the shits and by using appropriate indices and z-test and chi-squared test the analysis of the data was done. We found that the designed exams have suitable coefficients of validity and reliability. The level of difficulty of exams was high. No significant relationship was found between male and female teachers in terms of the coefficient of validity and reliability but a significant difference between the difficulty level in male and female teachers was found (P<.001. It means that female teachers had designed more difficult questions. We did not find any significant relationship between the teachers’ gender and the coefficient of discrimination of the exams.

  5. The Validity and Reliability Studies of the Internet Use of Pre-Service English Teachers Survey: A Turkish Context

    Directory of Open Access Journals (Sweden)

    Gülşah Külekçi

    2009-12-01

    Full Text Available As the availability of computers and the Internet in schools and classrooms has grown, so has interest in the extent to which these technologies are being used and for what purposes. Recently there has been many studies on teachers’ use of education technology in their classrooms and schools, the availability of this technology in their classrooms and schools, their training and preparation for their use and the barriers to technology use they encounter. Using the Internet effectively and the success of the Internet utilization is very much related to the users’ attitudes toward the Internet. This study aims at investigating the reliability and the validity of the Internet Use of Pre-service English Teachers Survey modified from the Master Thesis of Sudsuang Yutdhana. The survey contains two subscales as Internet Attitude Scale and Self-perception of Computing Skills. The survey was administered to randomly selected third and fourth year 96 pre – service English Teachers at Dokuz Eylül University Buca, Faculty of Education, Department of English Language Teaching. The results indicated that Internet Use of Pre-service English Teachers Survey (IUPETS is reliable and valid.

  6. The Validity and Reliability Studies of the Internet Use of Pre-Service English Teachers Survey: A Turkish Context

    Directory of Open Access Journals (Sweden)

    Gülşah Külekçi

    2011-11-01

    Full Text Available As the availability of computers and the Internet in schools and classrooms has grown, so has interest in the extent to which these technologies are being used and for what purposes. Recently there has been many studies on teachers’ use of education technology in their classrooms and schools, the availability of this technology in their classrooms and schools, their training and preparation for their use and the barriers to technology use they encounter. Using the Internet effectively and the success of the Internet utilization is very much related to the users’ attitudes toward the Internet. This study aims at investigating the reliability and the validity of the Internet Use of Pre-service English Teachers Survey modified from the Master Thesis of Sudsuang Yutdhana. The survey contains two subscales as Internet Attitude Scale and Self-perception of Computing Skills. The survey was administered to randomly selected third and fourth year 96 pre – service English Teachers at Dokuz Eylül University Buca, Faculty of Education, Department of English Language Teaching. The results indicated that Internet Use of Pre-service English Teachers Survey (IUPETS is reliable and valid.

  7. Inculcation of Values across the School Curriculum: Development and Validation of Teachers' Orientation Scale

    Directory of Open Access Journals (Sweden)

    Mohamad Sahari

    1999-12-01

    Full Text Available Teacher orientation to the inculcation of values across school curriculum-a function of the teacher knowledge and attitudes-has been conceptualised as his or her (1 identification with the goals of the curriculum, and (2 conformity with the predetermined instructional behaviours. Based on this framework, the study explored the construct of teacher orientation to the inculcation of values across school subjects. More specifically, the study examined the likelihood of two underlying dimensions explaining the presence of variability in teacher orientation and the reliability of the dimensions. Using a 15-item instrument developed earlier for a descriptive inquiry, the present study measured and analysed responses from 103 secondary school teachers from two randomly selected schools. To arrive at the conclusions, the study applied principal component analysis and Cronbach's alpha procedures. The results suggested that teacher orientation to value inculcation is a multidimensional construct. The more reliable dimensions of Teacher Orientation were found to be goal identification, conformity to planning tasks, and conformity to delivery tasks. The results add new information to, and may serve as a guide for future research.

  8. EDUCATIONAL PSYCHOLOGY

    Directory of Open Access Journals (Sweden)

    Sunil Patil

    2009-06-01

    Full Text Available Education Psychology is one of the most rapidly advancing disciplines which is concerned with the description, explanation and control of the educational processes arising from the interaction between the teacher and learner in the context of a specified or unspecified subject. The concept of educational psycology is changing as a result of the general impact of the disciplines such as sociology, anthropology,economics, political science and so on. The subject matter of educational psychology is also reflecting a diversity of structures and emphases in its connection.

  9. Validation of the bipolar disorder etiology scale based on psychological behaviorism theory and factors related to the onset of bipolar disorder.

    Directory of Open Access Journals (Sweden)

    Jae Woo Park

    Full Text Available OBJECTIVES: The aim of this study was to identify psychosocial factors related to the onset of bipolar I disorder (BD. To do so, the Bipolar Disorder Etiology Scale (BDES, based on psychological behaviorism, was developed and validated. Using the BDES, common factors related to both major depressive disorder (MDD and BD and specific factors related only to BD were investigated. METHOD: The BDES, which measures 17 factors based on psychological behaviorism hypotheses, was developed and validated. This scale was administered to 113 non-clinical control subjects, 30 subjects with MDD, and 32 people with BD. ANOVA and post hoc analyses were conducted. Subscales on which MDD and BD groups scored higher than controls were classified as common factors, while those on which the BD group scored higher than MDD and control groups were classified as specific factors. RESULTS: The BDES has acceptable reliability and validity. Twelve common factors influence both MDD and BD and one specific factor influences only BD. Common factors include the following: learning grandiose self-labeling, learning dangerous behavior, reinforcing impulsive behavior, exposure to irritability, punishment of negative emotional expression, lack of support, sleep problems, antidepressant problems, positive arousal to threat, lack of social skills, and pursuit of short-term pleasure. The specific factor is manic emotional response. CONCLUSIONS: Manic emotional response was identified as a specific factor related to the onset of BD, while parents' grandiose labeling is a candidate for a specific factor. Many factors are related to the onset of both MDD and BD.

  10. Validation of the bipolar disorder etiology scale based on psychological behaviorism theory and factors related to the onset of bipolar disorder.

    Science.gov (United States)

    Park, Jae Woo; Park, Kee Hwan

    2014-01-01

    The aim of this study was to identify psychosocial factors related to the onset of bipolar I disorder (BD). To do so, the Bipolar Disorder Etiology Scale (BDES), based on psychological behaviorism, was developed and validated. Using the BDES, common factors related to both major depressive disorder (MDD) and BD and specific factors related only to BD were investigated. The BDES, which measures 17 factors based on psychological behaviorism hypotheses, was developed and validated. This scale was administered to 113 non-clinical control subjects, 30 subjects with MDD, and 32 people with BD. ANOVA and post hoc analyses were conducted. Subscales on which MDD and BD groups scored higher than controls were classified as common factors, while those on which the BD group scored higher than MDD and control groups were classified as specific factors. The BDES has acceptable reliability and validity. Twelve common factors influence both MDD and BD and one specific factor influences only BD. Common factors include the following: learning grandiose self-labeling, learning dangerous behavior, reinforcing impulsive behavior, exposure to irritability, punishment of negative emotional expression, lack of support, sleep problems, antidepressant problems, positive arousal to threat, lack of social skills, and pursuit of short-term pleasure. The specific factor is manic emotional response. Manic emotional response was identified as a specific factor related to the onset of BD, while parents' grandiose labeling is a candidate for a specific factor. Many factors are related to the onset of both MDD and BD.

  11. Teachers' Perceptions of Fairness, Well-Being and Burnout: A Contribution to the Validation of the Organizational Justice Index by Hoy and Tarter

    Science.gov (United States)

    Capone, Vincenza; Petrillo, Giovanna

    2016-01-01

    Purpose: The purpose of this paper is to contribute to the validation of the Organizational Justice Index (OJI) by Hoy and Tarter (2004), a self-report questionnaire for teachers' perceptions of fairness in the operation and administration of schools. Design/methodology/approach: In two studies the authors validated the Italian version of the OJI.…

  12. El campo epistémico y disciplinar de la psicología: Una indagación acerca de la vigencia del proyecto vigotskiano desde las voces de profesores de psicología The epistemic and disciplinary field of psychology: An inquiry about the validity of the vygotskian project from the voices of psychology professors

    Directory of Open Access Journals (Sweden)

    Adriana Sulle

    2011-12-01

    Full Text Available En este trabajo se presentan cuestiones históricas relacionadas con la complejidad del campo de la Psicología y luego se explora si algunos de los problemas teóricos y prácticos que planteó Vigotsky sobre la psicología, forman parte y/o están presentes en las voces de los profesores que enuncian y transmiten la psicología en la actualidad. El diseño de la investigación en que se enmarca es cualitativo-descriptivo. Se expone el análisis derivado de entrevistas realizadas a profesores de psicología en las que se indagan cuestiones relacionadas, por una parte, con el campo epistémico y disciplinar de la psicología y por otra, con la contemporaneidad de las ideas de Vigotsky al respecto. En un caso, se obtuvieron los términos recurrentes en las argumentaciones, los que se agruparon en categorías: psicología; epistemológicos; disciplinares y otros. Se ha observado un uso de categorías que conformarían un sistema de significados académicos. En el caso de las argumentaciones sobre la contemporaneidad, fueron examinadas desde la dimensión histórica (pasado - presente - futuro para lo cual se establecieron sub-categorías: continuidad - discontinuidad. Se han identificado ambas subcategorías, con mayor presencia de continuidad. Además, se ha advertido en las respuestas ciertos modos de implicación que se analizan desde la noción de subjetificación.As part of a project of investigation, this paper presents historical questions related to the complexity of the field of Psychology. We explore whether some of the theoretical and practical problems outlined by Vygotsky about Psychology are part and / or are present in the voices of teachers who set out and convey Psychology today. The research design is qualitative-descriptive. We show the analysis derived from interviews with teachers of psychology in two directions: first, issues regarding the epistemic and disciplinary ield of psychology; second, the relevance of Vygotsky

  13. Psychological determinants of paying attention to eco-labels in purchase decisions: Model development and multinational validation

    DEFF Research Database (Denmark)

    Thøgersen, John

    Environmental labels are useful from an environmental policy perspective only if they are noticed by the consumer in the shopping situation and next - and related - understood, trusted, and valued as a tool for decision-making. In this paper, a psychological model explaining variations in consumer...

  14. Comparison of the Validity of Four Fall-Related Psychological Measures in a Community-Based Falls Risk Screening

    Science.gov (United States)

    Moore, Delilah S.; Ellis, Rebecca; Kosma, Maria; Fabre, Jennifer M.; McCarter, Kevin S.; Wood, Robert H.

    2011-01-01

    We examined the measurement properties of fall-related psychological instruments with a sample of 133 older adults (M age = 74.4 years, SD = 9.4). Measures included the Comprehensive Falls Risk Screening Instrument, Falls-efficacy Scale-International (FES-I), Activities-specific Balance Confidence (ABC), modified Survey of Activities and Fear of…

  15. Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.

    Science.gov (United States)

    Block, Martin E; Hutzler, Yeshayahu; Barak, Sharon; Klavina, Aija

    2013-04-01

    The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

  16. Effects of Mind Sound Resonance Technique (Yogic Relaxation) on Psychological States, Sleep Quality, and Cognitive Functions in Female Teachers: A Randomized, Controlled Trial.

    Science.gov (United States)

    Rao, Manas; Metri, Kashinath G; Raghuram, Nagaratna; Hongasandra, Nagendra R

    2017-01-01

    Context • Several studies have revealed a high rate of physical and psychological problems from stress among schoolteachers. Yoga is one of the mind-body interventions known to alleviate stress and effects. The mind sound resonance technique (MSRT), a yoga-based, mindfulness relaxation is recognized as having a positive influence on physical and psychological health. Objectives • The study intended to examine the effects of an MSRT intervention for 1 mo on perceived stress, quality of sleep, cognitive function, state and trait anxiety, psychological distress, and fatigue among female teachers. Design • The study was a randomized, controlled trial. Setting • The study occurred at 2 primary schools in Bangalore City, India. Participants • Sixty female teachers, aged between 30 and 55 y, from the 2 schools were enrolled in the study. Intervention • The participants were randomly divided into an MSRT group (n = 30) and a control group (n = 30). Participants in the MSRT group participated in MSRT for 30 min/d, 5 d/wk, for the duration of 1 mo. The participants in the control group followed their normal daily routines. Outcome measures • Perceived stress, sleep quality, cognitive function, anxiety, psychological distress, fatigue, and self-esteem were assessed using standardized assessment tools at baseline and after 1 mo of the intervention. Results • In the MSRT group, a significant reduction occurred for 5 variables: (1) 47.01% for perceived stress (P function, but the change was not significant (P = .111). On the other hand, the control group showed significant increases in 5 variables: (1) 55.56% for perceived stress (P function (P = .002). A comparison between the 2 groups showed significant differences in 7 variables: (1) perceived stress (P function (P = .083). Conclusions • In the current study, the practice of MSRT facilitated a reduction in the levels of stress, anxiety, fatigue, and psychological distress. The relaxation technique also

  17. Influence Factors of Psychological Empowerment among the Teachers in Universities and Colleges%高校教师心理授权影响因素分析

    Institute of Scientific and Technical Information of China (English)

    朱丽蕊; 王烈; 秦鹏; 王雁菊; 岳丹琪

    2015-01-01

    目的:调查高校教师心理授权的基本状况,分析组织支持感、组织认同、主管承诺等变量对心理授权的影响。方法利用心理授权量表、组织支持感量表、组织认同问卷、主管承诺问卷对6所高校的1500名教师进行调查。结果高校教师心理授权平均分为(60.09±14.21)分。心理授权与组织支持感、组织认同、主管承诺呈正相关(r分别为0.671、0.764、0.708,P均<0.05)。组织支持感、组织认同、主管承诺对心理授权的解释变异度为86.5%。结论高校教师心理授权水平较高,组织支持感、组织认同、主管承诺对心理授权具有预测作用。%Objective to analyze the basic situation of university and college teachers′psychological empowerment,and investigate the effect of perceived organizational support,organizational identification,supervisory commitment on psychological empowerment. Methods the instruments which were used include perceived organizational support questionnaire(POS),organizational identification questionnaire(OIQ),supervisory com-mitment scale(SCS)and psychological empowerment scale(PES). A total number of 1 500 teachers were recruited conveniently from 6 university and colleges. Results the average score of psychological empowerment was 60.09±14.21. Positive correlation was found among perceived organiza-tional support,organizational identification,supervisory commitment and psychological empowerment(P < 0.05). Perceived organizational support, organizational identification and supervisory commitment explained 86.5% of variance of psychological empowerment. Conclusion Overall level of university and college teachers′psychological empowerment is in moderate or above degree. Perceived organizational support,organizational identifi-cation,and supervisory commitment can predict a deep level of psychological empowerment.

  18. Toward a Process-Focused Model of Test Score Validity: Improving Psychological Assessment in Science and Practice

    Science.gov (United States)

    Bornstein, Robert F.

    2011-01-01

    Although definitions of validity have evolved considerably since L. J. Cronbach and P. E. Meehl's classic (1955) review, contemporary validity research continues to emphasize correlational analyses assessing predictor-criterion relationships, with most outcome criteria being self-reports. The present article describes an alternative way of…

  19. Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge. CRESST Report 820

    Science.gov (United States)

    Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L.

    2012-01-01

    The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…

  20. Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge

    Science.gov (United States)

    Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L.

    2012-01-01

    The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…

  1. Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

    Science.gov (United States)

    Flores, Belinda Bustos; Casebeer, Cindy M.; Riojas-Cortez, Mari

    2011-01-01

    Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help…

  2. Validity in teacher assessment. An exploration of the judgement processes of assessors

    NARCIS (Netherlands)

    Nijveldt, Mirjam Jeannette

    2008-01-01

    Assessment of teaching is currently becoming more and more common practice. As such assessment is generally based on complex, qualitative data from multiple sources (e.g., lesson plans, video-taped lessons, written reflections of the teacher on his or her performance), the overall quality of the ass

  3. Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

    Science.gov (United States)

    Flores, Belinda Bustos; Casebeer, Cindy M.; Riojas-Cortez, Mari

    2011-01-01

    Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help…

  4. Promoting Inquiry-Based Science Instruction: The Validation of the Science Teacher Inquiry Rubric (STIR)

    Science.gov (United States)

    Bodzin, Alec M.; Beerer, Karen M.

    2003-01-01

    The National Science Education Standards recognize that inquiry-based instruction holds significant promise for developing scientifically literate students. The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards' essential features of inquiry instruction (NRC, 2000). A pilot study using a…

  5. The Validity of Preservice Teacher Use of Kohlberg's Issue Stage Scoring System

    Science.gov (United States)

    Napier, John D.

    1978-01-01

    Social studies preservice teachers received background information on Kohlberg's theory of moral development and were trained to use one of the rater guides in his new "issue stage scoring system." They were directed to score sample moral thought statements, some on an intuitive basis and some with the rater guides. No overall differences between…

  6. Development and Validation of Pre-Service Teachers' Personal Epistemologies of Teaching Scale (PT-PETS)

    Science.gov (United States)

    Yu, Ji Hyun

    2013-01-01

    The Internet has changed not only how we conceptualize knowledge, but also how we learn in classroom. Knowledge is not any longer transmitted from experts to non-experts, but is constructed through communication, collaboration, and integration among a network of people. In this context, teachers are expected to facilitate student-centered learning…

  7. The Social Cognitive Model of Job Satisfaction among Teachers: Testing and Validation

    Science.gov (United States)

    Badri, Masood A.; Mohaidat, Jihad; Ferrandino, Vincent; El Mourad, Tarek

    2013-01-01

    The study empirically tests an integrative model of work satisfaction (0280, 0140, 0300 and 0255) in a sample of 5,022 teachers in Abu Dhabi in the United Arab Emirates. The study provided more support for the Lent and Brown (2006) model. Results revealed that this model was a strong fit for the data and accounted for 82% of the variance in work…

  8. Designing and Validating a Language Teacher Attribution Scale: A Structural Equation Modeling Approach

    Science.gov (United States)

    Ghanizadeh, Afsaneh; Ghonsooly, Behzad

    2015-01-01

    Causal attributions constitute one of the most universal forms of analyzing reality, since they fulfill basic functions in motivation for action. As a theory of causal explanations for success and failure, attribution research has found a natural context in the academic domain. Despite this, it appears that teacher attribution, in particular…

  9. Assessing Students' Opportunity to Learn the Intended Curriculum Using an Online Teacher Log: Initial Validity Evidence

    Science.gov (United States)

    Kurz, Alexander; Elliott, Stephen N.; Kettler, Ryan J.; Yel, Nedim

    2014-01-01

    This study provides initial evidence supporting intended score interpretations for the purpose of assessing opportunity to learn (OTL) via an online teacher log. MyiLOGS yields 5 scores related to instructional time, content, and quality. Based on data from 46 middle school classes, the evidence indicated that (a) MyiLOGS has high usability, (b)…

  10. The Social Cognitive Model of Job Satisfaction among Teachers: Testing and Validation

    Science.gov (United States)

    Badri, Masood A.; Mohaidat, Jihad; Ferrandino, Vincent; El Mourad, Tarek

    2013-01-01

    The study empirically tests an integrative model of work satisfaction (0280, 0140, 0300 and 0255) in a sample of 5,022 teachers in Abu Dhabi in the United Arab Emirates. The study provided more support for the Lent and Brown (2006) model. Results revealed that this model was a strong fit for the data and accounted for 82% of the variance in work…

  11. Cross-Validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)

    Science.gov (United States)

    Avanzi, Lorenzo; Miglioretti, Massimo; Velasco, Veronica; Balducci, Cristian; Vecchio, Luca; Fraccaroli, Franco; Skaalvik, Einar M.

    2013-01-01

    The study assesses the psychometric properties of the Italian version of the Norwegian Teacher Self-Efficacy Scale--NTSES. Multiple group confirmatory factor analysis was used to explore the measurement invariance of the scale across two countries. Analyses performed on Italian and Norwegian samples confirmed a six-factor structure of the scale…

  12. IFE PsychologIA

    African Journals Online (AJOL)

    It also addresses the future of psychology in Africa and the world over. ... simultaneous item bias test and logistic discriminant function analysis for detecting ... Types of examination malpractice as perceived by teachers of secondary schools in ...

  13. Effectively Constructing the Preschool Teachers' Psychological Contract Mechanism%新办幼儿园教师良好心理契约的有效构建

    Institute of Scientific and Technical Information of China (English)

    章立; 何海波

    2012-01-01

    Good psychological contract can improve teachers' work enthusiasm, job satisfaction and kindergarten identity so as to enhance the efficiency of the kindergarten organization. Comprehensive understanding, timely amendment, necessary constraints, independent roles, improved benefits, promising blueprints, sincere management, effective communication are the main points to be considered when a good psychological contract is to be signed by a new kindergarten and teachers.%良好的心理契约能提高幼儿教师的工作积极性、工作满意度以及对幼儿园的认同感,从而提升幼儿园的组织效益。全面了解、及时修正,必要约束、自主发挥,提高福利、勾画蓝图,真心管理、有效沟通等,是构建新园与教师之间良好心理契约的主要途径。

  14. Structural organization of psychological defenses and coping strategies of preschool teachers with different levels of professional burnout

    Directory of Open Access Journals (Sweden)

    Тетяна Анатоліївна Колтунович

    2015-10-01

    Full Text Available The article deals with the actual problem of modern education system – preschool teachers’ professional burnout. Assumptions about the existence of the relationship between professional burnout, coping strategies and mechanisms of psychological defenses; about the determination of burnout at different stages of its formation according to the structural organization of coping and psychological defenses were empirically proven, and their leading and basic components were defined

  15. Child Psychology Experiences Program.

    Science.gov (United States)

    Walla Walla Coll., WA.

    Recognizing the need for trained teachers to enter the classroom with confidence and professional capacity, Walla Walla College introduced a Child Psychology Experience program. Personnel from several departments contribute to this program. In connection with the child psychology courses, the project features a laboratory/demonstration center…

  16. Validations and psychological properties of a simplified Chinese version of pain anxiety symptoms scale (SC-PASS).

    Science.gov (United States)

    Zhou, Xiao-Yi; Xu, Xi-Ming; Wang, Fei; Wu, Sui-Yi; Yang, Yi-Lin; Li, Ming; Huang, Jian-Ming; Wei, Xian-Zhao

    2017-03-01

    The Pain Anxiety Symptoms Scale (PASS) has been developed to evaluate pain anxiety, which leads to avoidance of daily activities and normal movements. However, a simplified Chinese version of PASS is still not available. Physicians are not aware of which patients are prone to anxiety, and what the risk factors are.To cross-culturally adapt the PASS into a simplified Chinese version and test the reliability and validity. Factors affecting pain anxiety were also explored.The PASS was first translated into a simplified Chinese version according to a forward-backward method. Then, validations were tested including content validity, construct validity, and reliability. Content validity was analyzed by response trend. Construct validity was analyzed by confirmatory factor analysis (CFA), exploratory factor analysis, and priori hypotheses testing. Reliability was analyzed by internal consistency and test-retest reliability. Risk factors of catastrophizing were analyzed by performing multivariate liner regression.A total of 219 patients were included in the study. The scores of items were well distributed. Both CFA and exploratory factor analysis suggested a 2nd-order, 4-factor model, accounting for 65.42% of the total variance according to principle component analysis. SC-PASS obtained good reliability with a Cronbach α = 0.92 and ICC = 0.90. College education, long pain duration, and both married and divorced status were risk factors. Factors reduced pain-related anxiety were no medication assumption, female sex, widowed status, non-Han ethnicity, and having no religious belief.The SC-PASS was applicable in Chinese patients and it was suitable for the clinical uses in mainland China.

  17. Psychological violence against children

    OpenAIRE

    Jurkovič, Sabina

    2012-01-01

    The topic of my thesis is a study of how parents and primary school teachers perceive and identify psychological abuse of children. Psychological abuse is an especially sensitive area because children do not perceive interpersonal relations and activities in their environment in the same way as adults. Children also do not possess the physical or psychological power required to withstand or defend themselves against different forms of violence, abuse and harassment. Children who are the victi...

  18. 高校青年教师心理状态及原因浅析%Analysis of college young teachers' psychological state and causes

    Institute of Scientific and Technical Information of China (English)

    朱也也

    2013-01-01

      青年教师是高校未来发展的重要师资力量,是高校教学科研工作的骨干力量和新生力量。研究青年教师的心理状态及形成原因,据此建和和完善相应的机制和政策,对于高校青年教师的成才成长,高校事业的稳步发展,有着重要的现实意义。%The young teachers are an important force in the future development in colleges and universities, is the backbone and new forces of the scientific research work of university teaching. Study on young teachers' psychological state and causes of formation, then build and perfect relevant mechanisms and policies, has important practical significance for the growth of college young teachers, the steady development of the university.

  19. New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

    Science.gov (United States)

    Polman, Hanneke; de Castro, Bram Orobio; Thomaes, Sander; van Aken, Marcel

    2009-01-01

    The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a…

  20. Development and Validation of the Preschool Temperament Classification System for Use with Teachers

    Science.gov (United States)

    Munis, Pelin; Greenfield, Daryl B.; Henderson, Heather A.; George, J'Lene

    2007-01-01

    The purpose of the current study is to describe the development and validation of a new measure of temperament, the Preschool Temperament Classification System (PTCS). The PTCS was developed as a typological measure that identifies children's temperament styles as undercontrolled, resilient, or overcontrolled. The PTCS is a time efficient…

  1. New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

    Science.gov (United States)

    Polman, Hanneke; de Castro, Bram Orobio; Thomaes, Sander; van Aken, Marcel

    2009-01-01

    The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a…

  2. Translation and validation of the clinical learning environment, supervision and nurse teacher scale (CLES + T) in Croatian language.

    Science.gov (United States)

    Lovrić, Robert; Piškorjanac, Silvija; Pekić, Vlasta; Vujanić, Jasenka; Ratković, Karolina Kramarić; Luketić, Suzana; Plužarić, Jadranka; Matijašić-Bodalec, Dubravka; Barać, Ivana; Žvanut, Boštjan

    2016-07-01

    Clinical practice is essential to nursing education as it provides experience with patients and work environments that prepare students for future work as nurses. The aim of this study was to translate the "Clinical Learning Environment, Supervision and Nurse Teacher" questionnaire in Croatian language and test its validity and reliability in practice. The study was performed at the Faculty of medicine, Josip Juraj Strossmayer University of Osijek, Croatia in April 2014. The translated questionnaire was submitted to 136 nursing students: 20 males and 116 females. Our results reflected a slightly different factor structure, consisting of four factors. All translated items of the original constructs "Supervisory relationship", "Role of nurse teacher" and "Leadership style of the ward manager" loaded on factor 1. Items of "Pedagogical atmosphere on the ward" are distributed on two factors (3 and 4). The items of "Premises of nursing on the ward" loaded on factor 2. Three items were identified as problematic and iteratively removed from the analysis. The translated version of the aforementioned questionnaire has properties suitable for the evaluation of clinical practice for nursing students within a Croatian context and reflects the specifics of the nursing clinical education in this country.

  3. Toward validation of a structural approach to conceptualizing psychopathology: A special section of the Journal of Abnormal Psychology.

    Science.gov (United States)

    Krueger, Robert F; Tackett, Jennifer L; MacDonald, Angus

    2016-11-01

    Traditionally, psychopathology has been conceptualized in terms of polythetic categories derived from committee deliberations and enshrined in authoritative psychiatric nosologies-most notably the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association [APA], 2013). As the limitations of this form of classification have become evident, empirical data have been increasingly relied upon to investigate the structure of psychopathology. These efforts have borne fruit in terms of an increasingly consistent set of psychopathological constructs closely connected with similar personality constructs. However, the work of validating these constructs using convergent sources of data is an ongoing enterprise. This special section collects several new efforts to use structural approaches to study the validity of this empirically based organizational scheme for psychopathology. Inasmuch as a structural approach reflects the natural organization of psychopathology, it has great potential to facilitate comprehensive organization of information on the correlates of psychopathology, providing evidence for the convergent and discriminant validity of an empirical approach to classification. Here, we highlight several themes that emerge from this burgeoning literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  4. Teacher Collective Bargaining in Washington State: Assessing the Internal Validity of Partial Independence Item Response Measures of Contract Restrictiveness. CEDR Working Paper No. 2012 3.0

    Science.gov (United States)

    Goldhaber, Dan; Lavery, Lesley; Theobald, Roddy; D'Entremont, Dylan; Fang, Yangru

    2012-01-01

    Recent research (Strunk and Reardon forthcoming) applies Partial Independence Item Response (PIIR) models to teacher bargaining agreements in California to calculate the latent restrictiveness of these contracts. Further research (Strunk and Grissom 2010; Strunk forthcoming) tests the external validity of these estimates. Given that much research…

  5. The Development and Validation of a Three-Tier Diagnostic Test Measuring Pre-Service Elementary Education and Secondary Science Teachers' Understanding of the Water Cycle

    Science.gov (United States)

    Schaffer, Dannah Lynn

    2013-01-01

    The main goal of this research study was to develop and validate a three-tier diagnostic test to determine pre-service teachers' (PSTs) conceptual knowledge of the water cycle. For a three-tier diagnostic test, the first tier assesses content knowledge; in the second tier, a reason is selected for the content answer; and the third tier allows…

  6. The Impact of Service-Learning-Type Experiences on Preservice Teachers' Integration of Principles of Educational Psychology

    Science.gov (United States)

    Faircloth, Beverly; He, Ye; Higgins, Heather

    2011-01-01

    In this study, members (n = 48) of 2 sections of a required educational psychology course conducted 3 service-learning-type field experiences and wrote reflections on the experiences in relationship to the theories and principles addressed in the course. Participants also described their vision for teaching at the beginning and the end of the…

  7. Confucius' Psychological Adjustment Strategies and Its Revelation for Teachers%孔子的心理调适策略及对教师的启示

    Institute of Scientific and Technical Information of China (English)

    李迎春

    2012-01-01

    Confucius had a wealth of knowledge and culture, and sumed up a lot of psychological adjustment strategies, including to establish lofty values, to construct learning-type life, to cultivate an elegant interest of life, to stick to the correct concept of making friends, and to maintain a humorous attitude to life. These policies have the important guiding significance for contemporary teachers.%孔子以丰厚的学识修养锻炼出成熟丰富的心理调适策略:树立崇高的价值取向;构建学习型生活方式;培养高雅的生活情趣;固守正确的交友观念;保持幽默的人生态度。这些策略对当代教师具有重要的借鉴意义。

  8. Factor Structure and Validity of the Body Parts Satisfaction Scale: Results from the 1972 Psychology Today Survey

    Directory of Open Access Journals (Sweden)

    David Frederick

    2014-07-01

    Full Text Available In 1972, the first major national study on body image was conducted under the auspices of Psychology Today. Body image was assessed with the Body Parts Satisfaction Scale, which examined the dissatisfaction people experienced with 24 aspects of their bodies. Despite the continued reliance on this scale and reference to the study, data on the factor structure of this measure in a sample of adults have never been published, and citations of the original scale have relied on an unpublished manuscript (Bohrnstedt, 1977. An exploratory factor analysis conducted on 2,013 adults revealed factors for men (Face, Sex Organ, Height, Lower Body, Mid Torso, Upper Torso, Height and women (Face, Sex Organ, Height, Lower Torso, Mid Torso, Extremities, Breast. The factors were weakly to moderately intercorrelated, suggesting the scale can be analyzed by items, by subscales, or by total score. People who reported more dissatisfaction with their body also tended to report lower self-esteem and less comfort interacting with members of the other sex. The analyses provide a useful comparison point for researchers looking to examine gender differences in dissatisfaction with specific aspects of the body, as well as the factor structures linking these items.

  9. On the First -level Prevention Work Implemented by Head Teachers for the Psychological Health of Students%班主任请做好学生心理健康的第一级预防工作

    Institute of Scientific and Technical Information of China (English)

    张红星

    2016-01-01

    Through the analysis of the current head teachers' strengths and weaknesses of psychological counseling to students, the writer calls for head teachers' learning of some basic knowl-edge of psychological crisis intervention, so as to give full play to their own advantages, foster strengths and circumvent weaknesses in the implementation of the first-level prevention work for the psychological health of students.%本文通过分析当下班主任对学生进行心理辅导的优势和不足,呼吁班主任学习一些心理危机干预的基本常识,发挥自身优势,扬长避短做好学生心理健康的第一级预防工作。

  10. The Analysis of Concept and Function of Preschool Teachers' Positive Psychological Capital%浅析幼儿教师积极心理资本的内涵及意义

    Institute of Scientific and Technical Information of China (English)

    吴爽

    2014-01-01

    积极心理资本是人们在成长发展中表现出的一种积极心理状态。本文试图将积极心理资本引入到幼儿教育领域,探讨挖掘幼儿教师积极心理资本的用意,进而为幼儿教师积极心理资本的构建和发展提供可借鉴的理论和现实依据。%Positive psychological capital is defined as a positive mental state in people's growth. Using it into the field of preschool education, this paper discusses the concept and function on exploiting preschool teachers' positive psychological capital, then provides useful theory and practical basis for the construction and development of preschool teachers' positive psychological capital.

  11. The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation.

    Science.gov (United States)

    Cox, Anne; Williams, Lavon

    2008-04-01

    Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

  12. Validation of the Spanish version of the Psychological Sense of School Membership Scale (PSSM in Chilean adolescents and its association with school-related outcomes and substance use

    Directory of Open Access Journals (Sweden)

    Jorge Gaete

    2016-12-01

    Full Text Available School membership appears to be an important factor in explaining the relationship between students and schools, including school staff. School membership is associated with several school-related outcomes, such as academic performance and expectations. Most studies on school membership have been conducted in developed countries. The Psychological Sense of School Membership (PSSM scale (18 items: 13 positively worded items, 5 negatively worded items has been widely used to measure this construct, but no studies regarding its validity and reliability have been conducted in Spanish-speaking Latin American countries. This study investigates the psychometric properties, factor structure and reliability of this scale in a sample of 1250 early adolescents in Chile. Both exploratory and confirmatory factor analyses provide evidence of an excellent fit for a one-factor solution after removing the negatively worded items. The internal consistency of this new abbreviated version was 0.92. The association analyses demonstrated that high school membership was associated with better academic performance, stronger school bonding, a reduced likelihood of school misbehavior and reduced likelihood of substance use. Analyses showed support for the reliability and validity of the PSSM among Chilean adolescents.

  13. Reliability and construct validity of factors underlying the emotional intelligence of Iranian EFL teachers

    Directory of Open Access Journals (Sweden)

    Ebrahim Khodadady

    2013-06-01

    The 133-item Emotional Quotient Inventory (EQ-i designed by Bar-On (1997 and translated by Dehshiry (2003 was revised and modified by removing the response validity items, changing reverse indicators into positively worded statements and revising the remaining 117 Persian indicators on the basis of schema theory. It was administered to 669 instructors most of whom were teaching English as a foreign language (EFL in national branches of Iran Language Institute in 15 cities. The application of the Principal Axis Factoring to the data and rotating the extracted factors via Varimax with Kaiser Normalization yielded 15 latent variables (LVs called Humanistic, Self-Satisfying, Self-Confident, Self-Aware, Self-Controlled, Research-Oriented, Content, Sociable, Empathetic, Tolerant, Flexible, Realistic, Independent, Emotional and Happy in this study. Not only did the modified Persian EQ-I proved to be more reliable than its original version, but also its thirteen LVs reached very high and acceptable levels of reliability. With the exception of the last, all the LVs also correlated significantly with each other and thus established the EI as a multifactorial construct whose constituting LVs are closely related to each other. The findings question correlating the so-called competences of EI and offer employing the factorially valid LVs as the best factors to explore the relationship between EI and variables involved in teaching and learning EFL.

  14. Validity of the Italian adaptation of the Tinnitus Handicap Inventory; focus on quality of life and psychological distress in tinnitus-sufferers.

    Science.gov (United States)

    Monzani, D; Genovese, E; Marrara, A; Gherpelli, C; Pingani, L; Forghieri, M; Rigatelli, M; Guadagnin, T; Arslan, E

    2008-06-01

    ) and the Hospital Anxiety and Depression Scale scores indicating a good construct validity. Moreover, these statistically significant correlations (p tinnitus handicap is largely related to psychological distress and a deterioration in the quality of life. On the other hand, it was confirmed that the tinnitus perceived handicap is totally independent (p > 0.05) from its audiometrically-derived measures of loudness and pitch thus supporting previous studies that focused on the importance of non-auditory factors, namely somatic attention, psychological distress and coping strategies, in the generation of tinnitus annoyance. Finally the results of the present study suggest that the THI-I maintains its original validity and should be incorporated, together with other adequate psychometric questionnaires, in the audiological examination of patients suffering from tinnitus and that psychiatric counselling should be recommended for the suspected co-morbidity between tinnitus annoyance and psychological distress.

  15. [Design and validation of the scales for the assessment of the psychological impact of past life events: the role of ruminative thought and personal growth].

    Science.gov (United States)

    Fernández-Fernández, Virginia; Márquez-González, María; Losada-Baltar, Andrés; García, Pablo E; Romero-Moreno, Rosa

    2013-01-01

    Older people's emotional distress is often related to rumination processes focused on past vital events occurred during their lives. The specific coping strategies displayed to face those events may contribute to explain older adults' current well-being: they can perceive that they have obtained personal growth after those events and/or they can show a tendency to have intrusive thoughts about those events. This paper describes the development and analysis of the psychometric properties of the Scales for the Assessment of the Psychological Impact of Past Life Events (SAPIPLE): the past life events-occurrence scale (LE-O), ruminative thought scale (LE-R) and personal growth scale (LE-PG). Participants were 393 community dwelling elderly (mean age=71.5 years old; SD=6.9). In addition to the SAPIPLE scales, depressive symptomatology, anxiety, psychological well-being, life satisfaction, physical function and vitality have been assessed. The inter-rater agreement's analysis suggests the presence of two factors in the LE-O: positive and negative vital events. Confirmatory Factor Analysis (CFA) supported this two-dimensional structure for both the LE-R and the LE-PG. Good internal consistency indexes have been obtained for each scale and subscale, as well as good criterion and concurrent validity indexes. Both ruminative thoughts about past life events and personal growth following those events are related to older adults' current well-being. The SAPIPLE presents good psychometric properties that justify its use for elderly people. Copyright © 2012 SEGG. Published by Elsevier Espana. All rights reserved.

  16. Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

    Directory of Open Access Journals (Sweden)

    Antonova M.V.,

    2016-07-01

    Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

  17. 小学优秀教师的心理特征及其对教师教育的启示%Psychological Characteristics of Excellent Primary School Teachers and the Enlightenment to Teacher's Education

    Institute of Scientific and Technical Information of China (English)

    胡韬

    2011-01-01

    The characteristics of the psychological characteristics of excellent primary school teachers are summarized through retrieving documents and collecting words and sentences . Based on the analysis, this paper concludes that the psychological characteristics of excellent primary school teachers are mainly embodied in the following six aspects: the enthusiasm in educational enterprise; the advanced educational philosophy; the perfect knowledge structure; the comprehensive teaching skills; the ability of interpersonal communication and the good personality. The six aspects of psychological characteristics of excellent primary school teachers can offer some enlightenment to the teacher education.%通过文献检索和调查搜集人们描述小学优秀教师心理特征的词句。进而概括这些特征。通过分析概括,发现小学优秀教师的心理特征主要体现在热爱教育事业之情、先进的教育理念、优良的知识结构、全面而精熟的教学技能、较强的人际能力、良好的个性等六个方面。小学优秀教师在这六个方面的心理特征。可为教师教育提供启示。

  18. Actors and Act-ers: Enhancing Inclusion and Diversity in Teaching and Teacher Education through the Validation of Quiet Teaching

    Science.gov (United States)

    Collins, Steve; Ting, Hermia

    2010-01-01

    We find that Teacher Education attracts, in addition to those outgoing students who are at ease in front of a group of people, a number of student teachers who are often quiet, reserved, shy, or not at all comfortable being the center of attention. Many times these aspiring teachers have gifts and talents that are not readily apparent, yet…

  19. A Local Evaluation of the Reliability, Validity, and Procedural Adequacy of the Teacher Performance Assessment Exam for Teaching Credential Candidates

    Science.gov (United States)

    Riggs, Matthew L.; Verdi, Michael P.; Arlin, Patricia K.

    2009-01-01

    In 1998, the California legislature passed Senate Bill SB 2042 which replaced the previous teacher certification legislation. The new law required that all elementary and secondary teacher certification programs in the State of California align their programs with new teaching standards. These standards included Teacher Performance Expectations…

  20. Association between perceived social stigma against mental disorders and use of health services for psychological distress symptoms in the older adult population: validity of the STIG scale.

    Science.gov (United States)

    Préville, Michel; Mechakra Tahiri, Samia Djemaa; Vasiliadis, Helen-Maria; Quesnel, Louise; Gontijo-Guerra, Samantha; Lamoureux-Lamarche, Catherine; Berbiche, Djamal

    2015-01-01

    To document the reliability, construct and nomological validity of the perceived Social Stigmatisation (STIG) scale in the older adult population. Cross-sectional survey. Primary medical health services clinics. Probabilistic sample of older adults aged 65 years and over waiting for medical services in the general medical sector (n = 1765). Perceived social stigma against people with a mental health problem was measured using the STIG scale composed of seven indicators. A second-order measurement model of perceived social stigma fitted adequately the observed data. The reliability of the STIG scale was 0.83. According to our results, 39.6% of older adults had a significant level of perceived social stigma against people with a mental health problem. RESULTS showed that the perception of social stigma against mental health problems was not significantly associated with a respondent gender and age. RESULTS also showed that the perception of social stigma against the mental health problems was directly associated with the respondents' need for improved mental health (b = -0.10) and indirectly associated with their use of primary medical health services for psychological distress symptoms (b = -0.07). RESULTS lead us to conclude that social stigma against mental disorders perceived by older adults may limit help-seeking behaviours and warrants greater public health and public policy attention. Also, results lead us to conclude that physicians should pay greater attention to their patients' attitudes against mental disorders in order to identify possible hidden mental health problems.

  1. Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students' Perceptions of Liked and Disliked Teachers as Motivators

    Science.gov (United States)

    Raufelder, Diana; Hoferichter, Frances

    2015-01-01

    The current study presents a newly developed measurement: the TEMO (Teacher and Motivation) scale, which assesses adolescent students' perception of liked and disliked teachers and the resulting impact on their academic motivation. A total of 1,088 students from secondary schools in Germany participated in this study. To explore the underlying…

  2. Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students' Perceptions of Liked and Disliked Teachers as Motivators

    Science.gov (United States)

    Raufelder, Diana; Hoferichter, Frances

    2015-01-01

    The current study presents a newly developed measurement: the TEMO (Teacher and Motivation) scale, which assesses adolescent students' perception of liked and disliked teachers and the resulting impact on their academic motivation. A total of 1,088 students from secondary schools in Germany participated in this study. To explore the underlying…

  3. Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

    Science.gov (United States)

    Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J.

    2013-11-01

    Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

  4. O ensino de psicologia no espaço das licenciaturas/The teaching of psychology in the space of initial teacher training

    Directory of Open Access Journals (Sweden)

    Priscila Larocca

    2007-01-01

    Full Text Available Neste artigo analisamos o ensino de Psicologia nos cursos de licenciaturas, procedendo a uma retomada de estudos e pesquisas de cerca de três décadas de história. A partir desta retrospectiva indagamos sobre o que aprendemos até aqui, quais problemas persistem em nosso cenário, exigindo de nós novas perguntas e ações. Consideramos o contexto de reformas curriculares, empreendidas recentemente nos cursos de licenciatura, e dados de pesquisa que indicam a persistência de muitos dos problemas antigos. Discutimos a idéia de que a persistência desses problemas está diretamente implicada com a manutenção da metáfora de fundamento na Psicologia da Educação, posicionando-se pela necessidade de modificação de seu status para o de uma disciplina teórico-prática. This paper analyses the teaching of Psychology in the initial teacher training courses (higher education, proceeding a review of studies and research of the past three decades. From this retrospect the paper summarizes what we learned in this period, the problems which persist in our scenario, demanding new questions and deeds. In this paper, we consider the context of curricular reforms and research data which indicates the persistence of many old problems. We argue that the persistence of these problems is directly linked to the maintenance of the pivotal metaphor in the Psychology of Education, proposing the relevance of changing its status towards a theoretical- practical subject.

  5. Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program

    Directory of Open Access Journals (Sweden)

    Maksimova L.A.

    2015-11-01

    Full Text Available The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist. The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

  6. 职业院校教师心理资本与职业倦怠的关系研究%Relationship Between Psychological Capital and Job Burnout of Vocational Education Teachers

    Institute of Scientific and Technical Information of China (English)

    韩笑; 李同归

    2014-01-01

    Based on 186 vocational education teachers and Native Psychological Capital Questionnaire and the Oldenburg Burnout Inven -tory.The result shows that:(1)vocational education teachers have high levels of psychological capital , and they have higher levels of interpersonal psychological capital than transactional psychological capital ; (2) job burnout is a widespread problem among vocation education teachers, but burnout levels are relatively low;(3)psychological capital levels have a significant , negatively correlation with job burnout levels .Regression analysis indicates that both enterprising spirit and confidence can predict disengagement level negatively and that exhaustion level can be negatively predicted by optimism and enterprising spirit .%以186名职业院校教师为被试,采用本土心理资本量表和倦怠问卷对其心理资本与职业倦怠的关系进行研究。结果发现:(1)职业院校教师的心理资本水平比较高,人际型心理资本高于事务型心理资本;(2)职业倦怠现象在职业院校教师群体中普遍存在,但倦怠程度并不严重,其中耗竭维度高于解离维度;(3)职业院校教师的心理资本与职业倦怠呈显著负相关,奋发进取及自信勇敢对解离有负向预测作用,乐观希望及奋发进取对耗竭有负向预测作用。

  7. Southern Federal University in Relation to Teacher Education Modernization Project: Strategic Reflection of the Testing Results of Integrative Modules of the “Cultural-Historical Psychology and Activity Approach in Education” Research Master’s Program

    Directory of Open Access Journals (Sweden)

    Chernaya A. V.

    2015-11-01

    Full Text Available The article describes the experience of a strategic reflection of the Southern Federal University participation in the project of modernization of teacher education. It analyses how theoretical, methodological and organizational-activity basis of “Cultural-Historical Psychology and Activity Approach in Education” research master’s program designed by Moscow State University of Psychology & Education relates to the strategic objectives of Southern Federal University. Priorities and forward-looking statements in the strategy for the training of specialists in education based on action-competence approach, integrative principle of educational modules construction, network forms of cooperation of educational institutions are shown. Basic methodological ideas of culturalhistorical psychology and activity theory and their applicability to the needs of modern education objectified in the draft are specially considered. The article presents the preliminary test results of integrative modules of research master’s program for Southern Federal University

  8. 优化高校艺术类师生心理环境导向策略探析%Optimizing the Orientation of the Psychological Environment of University Art Students and Teachers

    Institute of Scientific and Technical Information of China (English)

    韩晖

    2015-01-01

    Based on some fundamental psychological and mental needs of university art students and teachers, this paper analyzed the causes and current status and explored the positive effects and influence of optimizing the orientation of the psychological environment. Based on the above analysis, the author tried to find out the differences and similarities between their basic psychological needs and the teaching process, and then, presented some strategies for the building of a healthy psychological atmosphere for art students and teachers.%本文针对艺术类师生及教学管理中存在的重要心理及精神需求等问题,分析症由及现状,探索进行心理环境优化导向的积极作用与影响,同时根据艺术类师生的特殊性心理环境特点,充分寻求其基本心理诉求与教学环节之间的差异性和共通性,并加以理论梳理,提出关于针对艺术类师生内、外部健康心理环境形成的导向策略。

  9. The Importance and Optimization Strategies of Psychological Capital Management of University Teachers%高校教师心理资本管理的重要性及优化策略

    Institute of Scientific and Technical Information of China (English)

    金军; 潘莹

    2015-01-01

    Psychological capital is an important immaterial capital, which brings great drive to individual attitudes and behaviors. The paper introduces the psychological capital research paradigm, mechanism and research status of teacher's psychological capital, analyzes the importance of psychological capital management of university teachers and advances optimization strategies from the perspective of organizational management.%心理资本是一项重要的非物质资本,能够对个体态度和行为产生巨大的驱动力。文章介绍了心理资本的范式研究、作用机理和教师心理资本的研究现状,分析了高校教师心理资本管理的重要性,进而从组织管理的角度提出对高校教师心理资本管理的一些优化策略。

  10. Construction and Validation of an Instrument Measuring Attitudes towards Human Rights of Liberal Studies Teachers in Hong Kong

    Science.gov (United States)

    Lo, Yan Lam; Leung, Yan Wing; Chow, Joseph

    2015-01-01

    In 2009, Liberal Studies, which can be used as a platform for human rights education, was newly introduced as a compulsory subject for the senior secondary students in Hong Kong. As teacher's attitudes impact students' learning largely, a survey was conducted in 2010 to measure Liberal Studies teachers' attitudes towards human rights. This article…

  11. Inclusive Teachers' Concern and Rejection toward Their Students: Investigating the Validity of Ratings and Comparing Student Groups

    Science.gov (United States)

    Cook, Bryan G.; Cameron, David L.

    2010-01-01

    This article reports two related studies. In the first study, concern and rejection ratings of 14 inclusive teachers toward 26 students with disabilities were correlated with teacher--student interactions. Partial correlations, controlling for severity of disability, indicated that instructional-academic interactions corresponded significantly…

  12. Construction and Validation of an Instrument Measuring Attitudes towards Human Rights of Liberal Studies Teachers in Hong Kong

    Science.gov (United States)

    Lo, Yan Lam; Leung, Yan Wing; Chow, Joseph

    2015-01-01

    In 2009, Liberal Studies, which can be used as a platform for human rights education, was newly introduced as a compulsory subject for the senior secondary students in Hong Kong. As teacher's attitudes impact students' learning largely, a survey was conducted in 2010 to measure Liberal Studies teachers' attitudes towards human rights. This article…

  13. A Multidimensional Assessment of Teachers' Knowledge of Algebra for Teaching: Developing an Instrument and Supporting Valid Inferences

    Science.gov (United States)

    Reckase, Mark D.; McCrory, Raven; Floden, Robert E.; Ferrini-Mundy, Joan; Senk, Sharon L.

    2015-01-01

    Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what…

  14. Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project

    Science.gov (United States)

    Kane, Thomas J.; McCaffrey, Daniel F.; Miller, Trey; Staiger, Douglas O.

    2013-01-01

    To develop, reward, and retain great teachers, school systems first must know how to identify them. The authors designed the Measures of Effective Teaching (MET) project to test replicable methods for identifying effective teachers. In past reports, the authors described three approaches to measuring different aspects of teaching: student surveys,…

  15. Are patients at risk for psychological maladjustment during fertility treatment less willing to comply with treatment? Results from the Portuguese validation of the SCREENIVF

    NARCIS (Netherlands)

    Lopes, V.; Canavarro, M.C.; Verhaak, C.M.; Boivin, J.; Gameiro, S.

    2014-01-01

    STUDY QUESTION: Do patients at risk for psychological maladjustment during fertility treatment present lower intentions to comply with recommended treatment than patients not at risk? SUMMARY ANSWER: Patients at risk of psychological maladjustment present similar high intentions to comply with recom

  16. Confronting Psychology's Power

    Science.gov (United States)

    Fox, Dennis

    2008-01-01

    Isaac Prilleltensky (this issue, pp. 116-136) seeks to make community psychology a more effective force for social justice. His discussion of psychopolitical validity raises a number of questions: How perfect must the theoretical framework be to usefully oppose unjust power? In what way is the notion of "psychopolitical validity" most useful? How…

  17. 当代高校青年教师成长与发展心理困境探究%A Study of Psychological Dilemma in Contemporary Uni-versity Teachers' Growth and Development

    Institute of Scientific and Technical Information of China (English)

    黄卫平

    2014-01-01

    作为未来高等教育的生力军,对于青年教师的培养与发展将直接影响我国高等教育的质量。在教师自身科研水平与教育方法上,众多高等院校有着完善的培养方案。然而,众多青年教师成长过程中所面临的心理困境,却鲜有人关注,因此,在素质教育竞争愈演愈烈的今天,探究青年教师成长的心理困境,具有十分重要的现实意义。%The training and development of young teachers, the main force of higher education in the future, will directly affect the quality of higher education in China. In the aspect of teachers' scientific research level and education method, many colleges and universities have a perfect training program. However, few people focus on psychological dilemma in the growth of many young teachers. Therefore, today when competition in quality ed-ucation is heating up, it has very important practical significance to explore psychological dilemma in the growth of young teachers.

  18. Determinants and Effects of Voice Disorders among Secondary School Teachers in Peninsular Malaysia Using a Validated Malay Version of VHI-10.

    Directory of Open Access Journals (Sweden)

    Foong Ming Moy

    Full Text Available To establish the prevalence of voice disorder using the Malay-Voice Handicap Index 10 (Malay-VHI-10 and to study the determinants, quality of life, depression, anxiety and stress associated with voice disorder among secondary school teachers in Peninsular Malaysia.This study was divided into two phases. Phase I tested the reliability of the Malay-VHI-10 while Phase II was a cross-sectional study with two-stage sampling. In Phase II, a self-administered questionnaire was used to collect socio-demographic and teaching characteristics, depression, anxiety and stress scale (Malay version of DASS-21; and health-related quality of life (Malay version of SF12-v2. Complex sample analysis was conducted using multivariate Poisson regression with robust variance.In Phase I, the Spearman correlation coefficient and Cronbach alpha for total VHI-10 score was 0.72 (p 11. Compared to Malays, a greater proportion of ethnic Chinese teachers reported voice disorder while ethnic Indian teachers were less likely to report this problem. There was a higher prevalence ratio (PR of voice disorder among single or divorced/widowed teachers. Teachers with voice disorder were more likely to report higher rates of absenteeism (PR: 1.70, 95% CI 1.33, 2.19, lower quality of life with lower SF12-v2 physical (0.98, 95% CI 0.96, 0.99 and mental (0.97, 95% CI 0.96, 0.98 component summary scales; and higher anxiety levels (1.04, 95% CI 1.02, 1.06.The Malay-VHI-10 is valid and reliable. Voice disorder was associated with increased absenteeism, marginally associated with reduced health-related quality of life as well as increased anxiety among teachers.

  19. Determinants and Effects of Voice Disorders among Secondary School Teachers in Peninsular Malaysia Using a Validated Malay Version of VHI-10.

    Science.gov (United States)

    Moy, Foong Ming; Hoe, Victor Chee Wai; Hairi, Noran Naqiah; Chu, Anne Hin Yee; Bulgiba, Awang; Koh, David

    2015-01-01

    To establish the prevalence of voice disorder using the Malay-Voice Handicap Index 10 (Malay-VHI-10) and to study the determinants, quality of life, depression, anxiety and stress associated with voice disorder among secondary school teachers in Peninsular Malaysia. This study was divided into two phases. Phase I tested the reliability of the Malay-VHI-10 while Phase II was a cross-sectional study with two-stage sampling. In Phase II, a self-administered questionnaire was used to collect socio-demographic and teaching characteristics, depression, anxiety and stress scale (Malay version of DASS-21); and health-related quality of life (Malay version of SF12-v2). Complex sample analysis was conducted using multivariate Poisson regression with robust variance. In Phase I, the Spearman correlation coefficient and Cronbach alpha for total VHI-10 score was 0.72 (p 11). Compared to Malays, a greater proportion of ethnic Chinese teachers reported voice disorder while ethnic Indian teachers were less likely to report this problem. There was a higher prevalence ratio (PR) of voice disorder among single or divorced/widowed teachers. Teachers with voice disorder were more likely to report higher rates of absenteeism (PR: 1.70, 95% CI 1.33, 2.19), lower quality of life with lower SF12-v2 physical (0.98, 95% CI 0.96, 0.99) and mental (0.97, 95% CI 0.96, 0.98) component summary scales; and higher anxiety levels (1.04, 95% CI 1.02, 1.06). The Malay-VHI-10 is valid and reliable. Voice disorder was associated with increased absenteeism, marginally associated with reduced health-related quality of life as well as increased anxiety among teachers.

  20. Psychological Factors in English Study

    Institute of Scientific and Technical Information of China (English)

    吴西

    2015-01-01

    <正>1.Introduction The psychological factor that influences English study is dynamic,complex,and flexible.Its influence is not immediately known,but it rather accumulates over a period of time.It is inevitable that students have some psychological factors in learning English.Therefore,in the process of teaching,teachers

  1. Gestalt Psychology and Bilingual Education.

    Science.gov (United States)

    Blomstedt, Bob; And Others

    Several concepts detailed in Gestalt psychology/therapy appear to have a close relationship with many concepts being applied in bilingual education. The primary contribution of Gestalt psychology to learning theory in the U.S. is an emphasis on perception and reintegration of relationships within an organized whole. To the teacher this means that…

  2. Positive Psychological Capital:The Origin of Teachers as Human Resource Stability in Western Rural Areas%积极心理资本:西部农村教师资源稳定的本源

    Institute of Scientific and Technical Information of China (English)

    关荐; 王平

    2015-01-01

    教师资源配置不平衡、教师队伍不稳定制约着西部农村教育的发展。积极心理资本从教师的自我效能、希望、乐观和韧性四个方面的改善和提高来阐释西部农村教师队伍稳定的内部驱力。%Allocation imbalance of teachers ’ resource and the instability of teachers ’ team have been restricting the development of the western rural education .From the teacher’s self-efficacy,hope,optimism and toughness etc., positive psychological capital explains the stability of rural teachers ’ resource , which is considered as the internal driving force .

  3. Towards a Psychology of Media Education

    Science.gov (United States)

    Lehtonen, Miika; Miloseva, Lence; Page, Tom; Thorsteinsson, Gisli

    2008-01-01

    This study will introduce some of the fundamentals and rationale for the Psychology of Media Education based on Developmental Psychology. It is an important area of study of a modern teacher profession and teacher education and a new field of multi-, inter- and trans-disciplinary knowledge and research. We argue that without a doubt the different…

  4. Psychological distress and fertility quality of life (FertiQoL) in infertile Korean women: The first validation study of Korean FertiQoL

    Science.gov (United States)

    Park, Il-Hae; Sun, Hong-Gil; Kim, Jae-Won; Lee, Kyeong-Ho

    2016-01-01

    Objective To investigate psychological distress and fertility quality of life (FertiQoL) in infertile Korean women, and to investigate whether a correlation exists between psychological distress and FertiQoL. Methods Participants in this study were made up of 141 infertile women and 65 fertile women. We conducted a survey on psychological distress (using the Depression Anxiety Stress Scales [DASS]-42 questionnaire) and administered a FertiQoL questionnaire. The levels of stress hormones (adrenocorticotropic hormone [ACTH] and cortisol) in serum were assessed. Results The scores for depression (13.7±8.4), anxiety (10.7±6.4), and stress (18.0±8.3) among the infertile women were significantly higher than the scores for depression (9.4±7.5), anxiety (6.6±6.0), and stress (12.2±8.3, pcortisol and ACTH in infertile women were 9.1 µg/mL and 11.9 pg/mL, respectively, which are within normal ranges. Conclusion The levels of psychological distress and quality of life in infertile Korean women seem to require psychological intervention. This study provides a baseline measurement of psychological distress and FertiQoL in infertile women in Korea, which will be available for developing psychological interventions for infertile Korean women. PMID:27689041

  5. Voltando o olhar para o professor: a psicologia e pedagogia caminhando juntas Turning our eyes to the teacher: psychology and pedagogy walking together

    Directory of Open Access Journals (Sweden)

    Silvana C. Tuleski

    2005-06-01

    Full Text Available O presente estudo busca apresentar o trabalho da Equipe de Estágio do 5º ano de Psicologia da Universidade Estadual de Maringá (UEM, em uma escola pública, no ano de 2000. A importância deste trabalho está na reflexão sobre o papel do psicólogo escolar, bem como de suas práticas, considerando que o trabalho realizado desenvolveu um processo de questionamento das relações estabelecidas nessa escola no que diz respeito à indisciplina e à prática pedagógica. Uma intervenção foi proposta a partir das queixas apresentadas, relacionadas à indisciplina dos alunos das quintas séries. O trabalho envolveu os integrantes da instituição escolar: professores, pais, equipe técnico-pedagógica e alunos. Como resultados pôde-se verificar que alguns integrantes do grupo de professores conseguiram perceber as relações existentes entre indisciplina, contexto escolar e social e prática pedagógica. Além disso, ocorreu uma integração entre os alunos, diminuindo a rivalidade e a indisciplina existentes entre eles.The purpose of this study is to discuss the work of a group of Psychology students from the "State University of Maringá (UEM" at a public school, in 2000. The importance of their work is the characterization the role of the school psychologist, as well as his practices, which was made possible through a critical examination of the relationships established in that school in regard to indiscipline and teaching practices. The idea of an intervention arose from the complaints expressed and which were related to indiscipline among students in the first year of grammar school. The work involved teachers, parents, the technical-pedagogical team and students. It was observed that some teachers were capable of identifying a relationship between indiscipline, social context, teaching practice and school context. Besides that, it was observed integration among students along with the decline of rivalry and unruly behavior.

  6. Teaching Psychological Report Writing: Content and Process

    Science.gov (United States)

    Wiener, Judith; Costaris, Laurie

    2012-01-01

    The purpose of this article is to discuss the process of teaching graduate students in school psychology to write psychological reports that teachers and parents find readable and that guide intervention. The consensus from studies across four decades of research is that effective psychological reports connect to the client's context; have clear…

  7. The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers

    Science.gov (United States)

    Ritter, Jennifer M.

    1999-12-01

    The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on

  8. Design and Implementation of Psychological for Young teachers in local college Evaluation System%地方高校青年教师心理测试系统设计与实现

    Institute of Scientific and Technical Information of China (English)

    王博

    2014-01-01

    Traditional psychological test system are generally fragmented psychological test,can't adapt to the measurement of young university teachers demand.In sqlserver2000,myEclipse8,tomcat6 software environment,the local universities young teacher psychological test system the database table,function module,interface at the front desk,backstage logic design,scale using cattell 16 personality factor test (16 pf),depression self rating scale (SDS) and anxiety self-assessment scale(SAS),life events scale(LES)for testing.%传统的心理测试系统一般都是零散的心理测试,不能适应高校青年教师的测评需求。在sqlserver2000、myEclipse8、tomcat6的软件环境下,对地方高校青年教师心理测试系统的数据库表、功能模块、前台界面、后台逻辑进行设计,量表采用卡氏16人格因素测验(16PF)、抑郁自评量表(SDS)和焦虑自评量表(SAS)生活事件量表(LES)进行测试。

  9. An Experimental Test of Student Verbal Reports and Teacher Evaluations as a Source of Validity Evidence for Test Development

    Science.gov (United States)

    Leighton, Jacqueline P.; Heffernan, Colleen; Cor, M. Kenneth; Gokiert, Rebecca J.; Cui, Ying

    2011-01-01

    The "Standards for Educational and Psychological Testing" indicate that test instructions, and by extension item objectives, presented to examinees should be sufficiently clear and detailed to help ensure that they respond as developers intend them to respond (Standard 3.20; AERA, APA, & NCME, 1999). The present study investigates…

  10. Reliability and Validity of the "FITNESSGRAM"[R]: Quality of Teacher-Collected Health-Related Fitness Surveillance Data

    Science.gov (United States)

    Morrow, James R., Jr.; Martin, Scott B.; Jackson, Allen W.

    2010-01-01

    The purpose of this study was to investigate the quality (reliability and validity) of large-scale fitness testing in Texas and determine if reliabilities and validities were related to potential confounding variables. Four test administration scenarios were conducted to investigate the quality of data collected statewide as part of the Texas…

  11. Teacher Development in Action: Understanding Language Teachers' Conceptual Change

    Science.gov (United States)

    Kubanyiova, Magdalena

    2012-01-01

    Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

  12. Teacher Development in Action: Understanding Language Teachers' Conceptual Change

    Science.gov (United States)

    Kubanyiova, Magdalena

    2012-01-01

    Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

  13. Optimizing and Validating a Brief Assessment for Identifying Children of Service Members at Risk for Psychological Health Problems Following Parent Deployment

    Science.gov (United States)

    2016-07-01

    health and development at pre- mid- and 2 post-timepoints. Children participate through doll and puppet play interview. Teacher ratings of the child ...symptomatology or behavior. Child adjustment from parent, teacher, and child perspectives are one of the key outcomes of the study. Child developmental ...completed by Service Members and spouses as a measure of preschool children’s development of age appropriate skills in interacting with peers. Preschool

  14. Identifying developmental coordination disorder: MOQ-T validity as a fast screening instrument based on teachers' ratings and its relationship with praxic and visuospatial working memory deficits.

    Science.gov (United States)

    Giofrè, David; Cornoldi, Cesare; Schoemaker, Marina M

    2014-12-01

    The present study was devoted to test the validity of the Italian adaptation of the Motor Observation Questionnaire for Teachers (MOQ-T, Schoemaker, Flapper, Reinders-Messelink, & De Kloet, 2008) as a fast screening instrument, based on teachers' ratings, for detecting developmental coordination disorders symptoms and to study its relationship with praxic and visuospatial working memory deficits. In a first study on a large sample of children, we assessed the reliability and structure of the Italian adaptation of the MOQ-T. Results showed a good reliability of the questionnaire and a hierarchical structure with two first-order factors (reflecting motor and handwriting skills), which are influenced by a second-order factor (general motor function) at the top. In a second study, we looked at the external validity of the MOQ-T and found that children with symptoms of Developmental Coordination Disorder (children with high scores on the MOQ-T) also had difficulty reproducing gestures, either imitating others or in response to verbal prompts. Our results also showed that children with high MOQ-T scores had visuospatial WM impairments. The theoretical and clinical implications of these findings are discussed.

  15. 从授权研究方法到授权途径的探索--基于高校教师的调查%An Analysis of Working Status of University Teachers Based on the Four Dimensional Psychological Empowerment

    Institute of Scientific and Technical Information of China (English)

    王瑞文; 刘金兰

    2014-01-01

    通过对不同视角下授权研究方法的梳理,建立了以结构授权为环境、领导授权为条件、心理授权为目标的实现有效授权的模型,并通过结构方程对796名高校教师数据样本进行授权途径的模型拟合,结果表明:结构授权对领导授权和心理授权四个维度起重要的正向影响作用;领导授权对心理授权的工作意义维度起正向影响作用,对影响力维度起负向影响作用;心理授权作为授权途径的最终环节,是进行有效授权的目标。%Based on the survey of 796 university teachers' self-evaluations of their jobs and psychological empowerment, this study establishes a structural equation model to investigate the influence of the four dimensional psychological empowerment on teaching, scientific research and social service. The results show that the four dimensional paradigm has positive impacts on the working states of the teachers, among which competence greatly influenced teaching, scientific research and social service, and significance have positive impact only on teaching. This paper analyzes the internal factors that would influence the working stair of teachers in order to provide theoretical support for the performance improvement and extend the organizational context of psychological empowerment as well.

  16. Using Forensic Psychology to Teach Basic Psychological Processes: Eyewitness Memory and Lie Detection

    Science.gov (United States)

    Costanzo, Mark A.

    2013-01-01

    Teachers can incorporate topics in forensic psychology into lower level courses to increase student interest and to show how psychological processes influence outcomes in high-stakes applied contexts. One such topic is eyewitness identification, which teachers can use to show how stress affects memory and how memories can become distorted during…

  17. Measuring Practicing and Prospective Elementary Teachers' Efficacy for Classroom Management: A Preliminary Development and Validation Study

    Science.gov (United States)

    Putman, S. Michael

    2013-01-01

    Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…

  18. Assessing Students' Opportunity to Learn the Intended Curriculum Using an Online Teacher Log: Initial Validity Evidence

    Science.gov (United States)

    Kurz, Alexander; Elliott, Stephen N.; Kettler, Ryan J.; Yel, Nedim

    2014-01-01

    This study provides initial evidence supporting intended score interpretations for the purpose of assessing opportunity to learn (OTL) via an online teacher log. MyiLOGS yields 5 scores related to instructional time, content, and quality. Based on data from 46 middle school classes, the evidence indicated that (a) MyiLOGS has high usability, (b)…

  19. Measuring Practicing and Prospective Elementary Teachers' Efficacy for Classroom Management: A Preliminary Development and Validation Study

    Science.gov (United States)

    Putman, S. Michael

    2013-01-01

    Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…

  20. Developing a Validated Instrument to Measure Preservice Teachers' ICT Competencies: Meeting the Demands of the 21st Century

    Science.gov (United States)

    Tondeur, Jo; Aesaert, Koen; Pynoo, Bram; van Braak, Johan; Fraeyman, Norbert; Erstad, Ola

    2017-01-01

    The main objective of this study is to develop a self-report instrument to measure preservice teachers' ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year preservice…

  1. Development and Validation of Yoga Video Package and Its Effectiveness on Depression, Anxiety and Stress of School Teachers

    Science.gov (United States)

    Selvi, B. Tamil; Thangarajathi, S.

    2011-01-01

    Teaching once was considered as a noble job but, within the last decade it has become an increasingly stressful profession for school teachers. Increased work load, insufficient salary package, fast changing curriculum, increase in the responsibilities of the students, modern fast mechanical life, conflicts with the colleagues and with higher…

  2. Developing a Validated Instrument to Measure Preservice Teachers' ICT Competencies: Meeting the Demands of the 21st Century

    Science.gov (United States)

    Tondeur, Jo; Aesaert, Koen; Pynoo, Bram; van Braak, Johan; Fraeyman, Norbert; Erstad, Ola

    2017-01-01

    The main objective of this study is to develop a self-report instrument to measure preservice teachers' ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year preservice…

  3. Psychological distress and fertility quality of life (FertiQoL) in infertile Korean women: The first validation study of Korean FertiQoL.

    Science.gov (United States)

    Chi, Hee-Jun; Park, Il-Hae; Sun, Hong-Gil; Kim, Jae-Won; Lee, Kyeong-Ho

    2016-09-01

    To investigate psychological distress and fertility quality of life (FertiQoL) in infertile Korean women, and to investigate whether a correlation exists between psychological distress and FertiQoL. Participants in this study were made up of 141 infertile women and 65 fertile women. We conducted a survey on psychological distress (using the Depression Anxiety Stress Scales [DASS]-42 questionnaire) and administered a FertiQoL questionnaire. The levels of stress hormones (adrenocorticotropic hormone [ACTH] and cortisol) in serum were assessed. The scores for depression (13.7±8.4), anxiety (10.7±6.4), and stress (18.0±8.3) among the infertile women were significantly higher than the scores for depression (9.4±7.5), anxiety (6.6±6.0), and stress (12.2±8.3, p<0.001) among the fertile women. There was no difference in the scores for depression (13.5±8.2, 13.8±8.6), anxiety (10.0±6.2, 11.5±6.6) and stress (17.7±8.4, 18.4±8.1) between younger (≤34) and older (≥35) participants. The mind-body (r =-0.495) and emotional (r =-0.590) subscales showed a higher negative correlation with stress compared with other scales of psychological distress. At the same time, the social (r =-0.537) and relational (r =-0.385) subscales showed a higher negative correlation with depression. Levels of cortisol and ACTH in infertile women were 9.1 µg/mL and 11.9 pg/mL, respectively, which are within normal ranges. The levels of psychological distress and quality of life in infertile Korean women seem to require psychological intervention. This study provides a baseline measurement of psychological distress and FertiQoL in infertile women in Korea, which will be available for developing psychological interventions for infertile Korean women.

  4. 赴泰汉语教师志愿者心理濡化研究%A Qualitative Study of the Psychological Acculturation of Chinese Volunteer Teachers in Thailand

    Institute of Scientific and Technical Information of China (English)

    安然; 魏先鹏

    2012-01-01

    目前为我国汉语国际推广项目而工作的外派汉语教师志愿者已达万人,但是学界对该群体的关注却很有限。本研究以泰国汉语教师志愿者为研究对象,采用深度访谈的方法,考察赴泰汉语教师志愿者心理濡化过程和结果。发现影响志愿者的心理濡化因素有心理预期、社会支持、人际交流、他人期望等,这些因素交汇于“交流”,在交流基础之上的自我效能感和成就感,则是心理濡化这一结果的初级表现,全球化心态则是高级表现。汉语教师志愿者的心理濡化过程中,体现出集体主义、孝道观念和人际关系和谐理念中国文化价值观。%Through in-depth interviews, this study focuses on Chinese volunteer teachers" psychologi- cal acculturation in terms of its process and results. It has proved that such factors as psychological expectations, social support, interpersonal communication and others" expectation will affect these volunteers' adaptation, which finds full expression in "communication". With is, self efficacy and ful- fillment are the initial expression of such psychological acculturation while the global mindset is its fi- nal expression. Some Chinese cultural values, such as collectivism, filial piety and harmony, are em- bodied in the process of Chinese volunteer teachers" psychological acculturation.

  5. Audience Psychology Studied from the Shift of the Image of Teachers in Movie and Television Media%从影视传媒中教师形象的变迁透视受众心理

    Institute of Scientific and Technical Information of China (English)

    彭丽娟

    2011-01-01

    影视传媒中的教师形象反映了受众对教育、文化的心理表达。传统影视传媒中塑造了"红烛""园丁"型的教师形象;当代影视传媒中塑造的一批"麻辣教师"新形象深入人心,深受观众欢迎。教师形象的变迁反映了受众心理的变化。将影视传媒作品中传统的教师形象与当代新教师形象进行对比,以此分析和透视受众在不同时代的心理发展变化。具体阐述了受众心理从崇尚单一的正统形象到求新求异的心理,从对模式化教师形象的顺从心理到寻求凸显个性的逆反心理,从求美求崇高的幻象心理到求真求实的心理,从求教化到求娱乐的心理变化。%Teachers'image in movie and television media reflects the audiences psychological expression of education and culture.Traditional television media shapes teachers as "candle","gardener".Whereas,contemporary movie is compared and television creates a new popular image of "Hot Teacher".Changed teacher image reflects the changes of audience is compared psychologically.Traditional television media image of teachers with the contemporary new image is compared,exploring the psychological development and changes in the audience described with the orthodox psychology by advocating a single image to the novelty,from the model of obedience to seek psychological prominent personality and a higher demand for the truth and entertainment.

  6. 幼儿教师职业态度与心理健康状况的相关性研究%Professional Attitude investigation Of Preschool Teachers and the relevant analysis which grades with Psychological Health

    Institute of Scientific and Technical Information of China (English)

    李南

    2014-01-01

    Objective To understand professional attitude of preschool teachers and its relations with the psychological health condition. Methods To make self-restraint professional attitude questionaine and the SCL-90 evaluation on 427 female preschool teachers,and analyze its relevant factors. Results The professional attitude score of preschool teachers was(5.37±1.27), the professional attitude scores of teachers,which more than 40 years old , technical school education, salary per month under RMB 1000 were below other teachers(P<0.05), overall score of SCL-90 was (1.12±0.05), professional attitude score of preschool teachers had significantly negative correlation with somatization,obsession,dep ression,anxiety(P<0.05).Conclusion The overall professional attitudes of preschool teachers are neutral with positive tendency, professional attitudes can be influenced by psychological health condition .%目的:通过调查幼儿教师的职业态度和心理健康状况,探讨二者的相关性。方法应用自编幼儿教师职业态度问卷和SCL-90量表对427名女性幼儿教师进行测评,并对相关因素进行调查分析。结果幼儿教师总体职业态度得分为(5.37±1.27)分,>40岁、中专学历和月薪<1000元的幼儿教师职业态度得分明显低于其他幼儿教师,差异有统计学意义( P<0.05);幼儿教师的SCL-90总均分为(1.12±0.05)分,幼儿教师的职业态度与其SCL-90中的躯体化、强迫、抑郁和焦虑因子间存在显著负相关( P<0.05)。结论幼儿教师总体职业态度中立偏积极,躯体化、强迫、抑郁和焦虑等心理健康因素对幼儿教师的职业态度有影响。

  7. Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

    Science.gov (United States)

    Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

    2016-01-01

    Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

  8. 基于系统基模的我国高校教师心理健康问题分析及对策%Analysis on Psychological Health Problems of Teachers in Universities and Colleges Based on System Archetype

    Institute of Scientific and Technical Information of China (English)

    周汉清; 蒋敏; 李丽清

    2016-01-01

    The psychological health of teachers in universities and colleges is one of the focuses of attention. According to the survey in recent years, it is well known that it is far beyond an optimistic prospect. Based on a lit-erature review, the paper analyzes the influencing factors from three aspects of the society, colleges and universi-ties, and teachers, and on this basis, with the system archetypes method of Peter Senge, builds up four archetypes of psychological health of teachers in universities and college. The paper makes a qualitative analysis, in order to lay a theoretical foundation for improving teachers' mental health.%高校教师的心理健康是人们关注的热点之一。近几年的调查发现,高校教师心理健康前景不容乐观。本文在大量阅读国内外文献的基础上,从社会、学校、教师三个层面分析影响高校教师心理健康的因素,并在此基础上借助彼得·圣吉的系统基模分析技术构建4个影响高校教师心里健康的系统基模,并进行定性分析,为改善高校教师心理健康状况提供理论依据。

  9. 积极心理学对幼儿教师教育工作的启示%The Enlightenment of Positive Psychology to Preschool Teachers ’ Work

    Institute of Scientific and Technical Information of China (English)

    赵秀坤

    2016-01-01

    Positive psychology is a new researching area in psychology study . It mainly includes three aspects , namely the positive emotional experience on the subjective level ,positive personality on the personal level and the positive organization system on group level . These three aspects are of great importance to preschool teachers ’ teaching activities . Preschool teachers are supposed to form appropriate concept of education ,a good attitude toward children and tries to create a pleasant environment for children .They should help children have a positive emotional experience .Good relationship between teachers and children is essential for children to establish a positive personality .With the joint efforts of teachers ,parents and society , an all-round healthy development of children would be possible .%积极心理学是心理学界一个新的研究领域,它包括三个主要研究内容,分别为主观层次的积极情绪体验,个人层次的积极人格和群体层次的积极的组织系统。该三大支柱对幼儿园教师教育工作有着深刻的启示:幼儿教师应树立正确的教育观,用发展的眼光看待幼儿和保教工作;为幼儿创建一个适宜的环境,给予幼儿积极情绪体验;同时构建良好的师幼关系,培养幼儿积极人格;借助积极的社会组织系统,发挥家长和社区的支持作用,促进幼儿健康发展。

  10. Revisiting the factorial validity of the Revised UCLA Loneliness Scale: a test of competing models in a sample of teachers.

    Science.gov (United States)

    Dussault, Marc; Fernet, Claude; Austin, Stéphanie; Leroux, Mathieu

    2009-12-01

    Over the years, various studies addressing different populations have consistently raised concerns about the unidimensionality of the Revised UCLA Loneliness Scale. In the present study, the factorial structure of the scale was examined by comparing it to alternative models. In a sample of 1,157 French Canadian teachers, results of confirmatory factor analysis support a three-factor model solution. Support for the invariance of this model across sexes and teaching levels (i.e., elementary and high school) was also obtained.

  11. The Healthy Aging Brain Care (HABC Monitor: validation of the Patient Self-Report Version of the clinical tool designed to measure and monitor cognitive, functional, and psychological health

    Directory of Open Access Journals (Sweden)

    Monahan PO

    2014-12-01

    Full Text Available Patrick O Monahan,1 Catherine A Alder,2–4 Babar A Khan,1–3 Timothy Stump,1 Malaz A Boustani1–4 1Indiana University School of Medicine, Indianapolis, IN, USA; 2Indiana University Center for Aging Research, Indianapolis, IN, USA; 3Regenstrief Institute Inc., Indianapolis, IN, USA; 4Eskenazi Health, Indianapolis, IN, USA Background: Primary care providers need an inexpensive, simple, user-friendly, easily standardized, sensitive to change, and widely available multidomain instrument to measure the cognitive, functional, and psychological symptoms of patients suffering from multiple chronic conditions. We previously validated the Caregiver Report Version of the Healthy Aging Brain Care Monitor (HABC Monitor for measuring and monitoring the severity of symptoms through caregiver reports. The purpose of this study was to assess the reliability and validity of the Patient Self-Report Version of the HABC Monitor (Self-Report HABC Monitor.Design: Cross-sectional study.Setting: Primary care clinics affiliated with a safety net urban health care system in Indianapolis, Indiana, USA.Subjects: A total of 291 subjects aged ≥65 years with a mean age of 72.7 (standard deviation 6.2 years, 76% female, and 56% African Americans.Analysis: Psychometric validity and reliability of the Self-Report HABC Monitor.Results: Among 291 patients analyzed, the Self-Report HABC Monitor demonstrated excellent fit for the confirmatory factor analysis model (root mean square error of approximation =0.030, comparative fit index =0.974, weighted root mean square residual =0.837 and good internal consistency (0.78–0.92. Adequate convergent–divergent validity (differences between the Telephone Interview for Cognitive Status test-based cognitive function impairment versus nonimpairment groups was demonstrated only when patients were removed from analysis if they had both cognitive function test impairment and suspiciously perfect self-report HABC Monitor cognitive floor

  12. Psychological Treatment

    Science.gov (United States)

    ... IBS Pain IBS Global Treatments IBS Diet Low FODMAP Diet Complimentary or Alt Treatments Medications Psychological Treatments ... IBS Pain IBS Global Treatments IBS Diet Low FODMAP Diet Complimentary or Alt Treatments Medications Psychological Treatments ...

  13. 催眠在高职教师心理保健方面的应用%The Application of Hypnosis to the Psychological Health Care of Vocational College Teachers

    Institute of Scientific and Technical Information of China (English)

    左彩云

    2012-01-01

    As one of technologies of psychological counseling,hypnosis plays an important role in relaxing people's mind and body and reducing their pressure.Through the introduction of hypnosis technology and its function,this paper lists the experience of teachers who are hypnotized and get health care and treatment.All these mentioned above simply serve as a catalyst to gain more suggestions and contributions,which can finally contribute to the rapid and wide application of hypnosis in vocational college teachers' psychological health treatment.%催眠是心理咨询的技术之一,对人身的身心具有放松、减压等作用。通过对催眠技术及其作用的介绍,以及列举被催眠而得到保健、治疗的教师的体验,进行抛砖引玉,促使催眠技术能更快、更普及地应用于高职院校教师心理保健工作中。

  14. 武警官兵《心理辅导需要问卷》的编制与信效度检验%Questionnaire of the Psychological Counseling Needs for Armed Police Forces:Development, Reliability and Validity

    Institute of Scientific and Technical Information of China (English)

    李丹; 余建华; 王颜歌; 张艳; 王福兴; 夏勉

    2014-01-01

    Objective To develop a Questionnaire of the Psychological Counseling Needs for Armed Police Forces.Methods Though open-ended questionnaire, combined with interviews and literature analysis collection initial items, developing The Psychological Counseling Needs for Armed Police Forces .The item analysis and ex-ploratory factor analysis were performed .Results The Questionnaire of Psychological Counseling Needs for Armed Police Forces consist 4 dimensions and 25 items, the cronbach coefficient was 0.92.The cronbach coefficient of each factor was between 0.71 and 0.92.Conclusion The Psychological Counseling Needs for Armed Police Forces is a reliable and valid measure and it can be used in both research and practice on workplace ostracism .%目的:编制适用于武警官兵的心理辅导需要问卷。方法通过开放式问卷和访谈收集初始问卷题目,采用探索性和验证性因素分析对问卷进行检验。结果武警官兵心理辅导需要包含4个维度共25个条目,维度的单因素模型拟合指数良好,内部一致性系数为0.92,4个因子的内部一致性系数在0.71~0.92。结论问卷具有良好的信度和效度,可以作为武警官兵心理辅导需要分析的工具。

  15. Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents.

    Science.gov (United States)

    Yoo, Hyung Chol; Miller, Matthew J; Yip, Pansy

    2015-04-01

    There is limited research examining psychological correlates of a uniquely racialized experience of the model minority stereotype faced by Asian Americans. The present study examined the factor structure and fit of the only published measure of the internalization of the model minority myth, the Internalization of the Model Minority Myth Measure (IM-4; Yoo et al., 2010), with a sample of 155 Asian American high school adolescents. We also examined the link between internalization of the model minority myth types (i.e., myth associated with achievement and myth associated with unrestricted mobility) and psychological adjustment (i.e., affective distress, somatic distress, performance difficulty, academic expectations stress), and the potential moderating effect of academic performance (cumulative grade point average). Results suggested the 2-factor model of the IM-4 had an acceptable fit to the data and supported the factor structure using confirmatory factor analyses. Internalizing the model minority myth of achievement related positively to academic expectations stress; however, internalizing the model minority myth of unrestricted mobility related negatively to academic expectations stress, both controlling for gender and academic performance. Finally, academic performance moderated the model minority myth associated with unrestricted mobility and affective distress link and the model minority myth associated with achievement and performance difficulty link. These findings highlight the complex ways in which the model minority myth relates to psychological outcomes.

  16. Discursive Psychology

    NARCIS (Netherlands)

    Molder, te H.

    2015-01-01

    Discursive psychology was established in the United Kingdom by the end of the 1980s, mainly in response to the dominant cognitivist approach in social psychology. While it borrowed notions from poststructuralism and sociology of science, it is most akin to conversation analysis. Discursive psycholog

  17. Positive Psychology

    Science.gov (United States)

    Peterson, Christopher

    2009-01-01

    Positive psychology is a deliberate correction to the focus of psychology on problems. Positive psychology does not deny the difficulties that people may experience but does suggest that sole attention to disorder leads to an incomplete view of the human condition. Positive psychologists concern themselves with four major topics: (1) positive…

  18. "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App

    Science.gov (United States)

    Grimes, Ka Rene

    2014-01-01

    The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the…

  19. Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Intent to Use by K-3 Teachers

    Science.gov (United States)

    Sprague, Jeffrey; Pennefather, Jordan; Marquez, Jessie; Yeaton, Pamela; Marquez, Brion

    2011-01-01

    This session will describe the social validity, usability and intent to use of an interactive, state-of-the-art, professional development program based on the Response to Intervention (RtI) approach and its core components (e.g., problem-solving strategy; three tiers of intervention service delivery with universal, selected and intensive…

  20. Teacher Ratings of the Social Validity of Schoolwide Positive Behavior Interventions and Supports: A Comparison of School Groups

    Science.gov (United States)

    Vancel, Samantha M.; Missall, Kristen N.; Bruhn, Allison L.

    2016-01-01

    With over 14,000 schools implementing Schoolwide Positive Behavior Interventions and Supports (SWPBIS), it is important to consider factors that contribute to effective implementation--which may affect student outcomes. Social validity is one factor that may influence implementation. The purpose of this study was to determine the extent to which…

  1. Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.

    Science.gov (United States)

    Burns, G Leonard; Becker, Stephen P; Servera, Mateu; Bernad, Maria Del Mar; García-Banda, Gloria

    2017-02-01

    This study examined whether sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) inattention (IN) symptoms demonstrated cross-setting invariance and unique associations with symptom and impairment dimensions across settings (i.e., home SCT and ADHD-IN uniquely predicting school symptom and impairment dimensions, and vice versa). Mothers, fathers, primary teachers, and secondary teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions for 585 Spanish 3rd-grade children (53% boys). Within-setting (i.e., mothers, fathers; primary, secondary teachers) and cross-settings (i.e., home, school) invariance was found for both SCT and ADHD-IN. From home to school, higher levels of home SCT predicted lower levels of school ADHD-HI and higher levels of school academic impairment after controlling for home ADHD-IN, whereas higher levels of home ADHD-IN predicted higher levels of school ADHD-HI, ODD, anxiety, depression, academic impairment, and peer rejection after controlling for home SCT. From school to home, higher levels of school SCT predicted lower levels of home ADHD-HI and ODD and higher levels of home anxiety, depression, academic impairment, and social impairment after controlling for school ADHD-IN, whereas higher levels of school ADHD-IN predicted higher levels of home ADHD-HI, ODD, and academic impairment after controlling for school SCT. Although SCT at home and school was able to uniquely predict symptom and impairment dimensions in the other setting, SCT at school was a better predictor than ADHD-IN at school of psychopathology and impairment at home. Findings provide additional support for SCT's validity relative to ADHD-IN. (PsycINFO Database Record

  2. School evaluation in the view of psychology students and teachers: the daily routine in the classroom Avaliação escolar na visão de alunos e professores de psicologia: o cotidiano da sala de aula

    Directory of Open Access Journals (Sweden)

    Maria Cristina C. Valle

    1995-08-01

    Full Text Available The present study had as object checking the position of teachers and students around a polemic question -school evaluation -and verifying through the results from both groups the coherence between evaluation speech and evaluation praxis. Three teachers from Social and Institutional Psychology Department and five students for each teacher investigated (15 students were interviewed. The results were collected by instruments previous elaborated. There were used structured with the teachers and questionnaires with the students. The results reveal different positions among teachers when talking about evaluation. Students criticize individual written tests because they demand the reproduction of the content given and memorization although they think it is the on/y way to evaluate the process of teaching and learning. O presente estudo teve por objetivo o posicionamento de docentes e discentes acerca de uma questão polêmica -a avaliação escolar -e constatar através dos dados das duas populações investigadas, a coerência do discurso com a prática aval/ativa. Para obtenção dos dados entrevistou-se 03 docentes do Departamento de Psicologia Social e Institucional da Universidade Estadual de Londrina e 05 discentes que cursavam cada disciplina investigada, totalizando 15 alunos. Coletou-se os dados mediante instrumentos previamente elaborados. Junto aos professores utilizou-se um roteiro de entrevistas e com os alunos optou-se pela utilização de um questionário. Os resultados obtidos revelam posicionamentos diferentes por parte dos professores e com relação aos alunos, embora façam críticas à prova escrita individual, por esta exigir reprodução de conteúdo e memorização, consideram-na como o único meio de avaliar o processo ensino-aprendizagem.

  3. Prevalence, nature and risks of voice problems among public school teachers

    Science.gov (United States)

    Rammage, Linda; Hodgson, Murray; Naylor, Charlie

    2005-04-01

    Voice problems among teachers represent a rising cause of teacher absenteeism, use of sick benefits, and stress among teachers and students. In British Columbia, the BC Teachers Federation and Workers Compensation Board are receiving increasing numbers of claims from teachers experiencing occupational voice problems and in the provincial voice clinic, the percentage of teachers in the clinic population is rising. Previous studies of teachers voice problems have typically had low return rates, which can bias the prevalence estimates, and have not incorporated standardized voice inventories, psychological inventories and acoustic measures. A survey study is in progress in B.C. to probe demographic, environmental, voice-use, health, psychological and personality issues that are thought to contribute to development of voice problems among teachers. To ensure validity of prevalence estimates by high return rates, on-site completion of questionnaires is being used in schools. Acoustical measures are also being made of representative classrooms, to determine the degree to which noise and reverberation contribute to voice problems among teachers.

  4. Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.

    Science.gov (United States)

    Jimerson, Shane R; Haddock, Aaron D

    2015-12-01

    Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development.

  5. The Professionalization of Teacher Education Calling for Reforming the Public Psychology Course%教师教育专业化对公共《心理学》课程改革的诉求

    Institute of Scientific and Technical Information of China (English)

    李俊

    2011-01-01

    Professionalization of teachers is the fundamental requirement for teaching reformation,and it is the essential trend for teaching education as well.It is definitely most-needed to clarify the logical relation between the professionalization of teachers and teachers' career cultivation,which has positive correlation between them.The solutions are: diagnosing the existing problems in public psychology course for advanced education and solving the problems lying in the professionalization of teachers.The explicit quality of Public Psychology course and its position are the reinforcement of the teaching content and methods so that the improvement of teaching qualities can go smoothly.The only evaluation way can be promoted and improved greatly.%教师职业专业化是教育事业改革与发展的根本需要,是师范教育培养目标的必然走向。教师职业专业化必然要求教师培养的专业化,为此需要厘清教师职业专业化与教师职前培养专业化的逻辑关系,诊断高师公共《心理学》课程教学存在的问题,解决教师教育专业化对《心理学》课程改革诉求的主要对策是:明确公共《心理学》的课程性质和地位、加强教材建设改革教学内容、改革教学方法手段促进教学质量提高、改革单一的课程考核方式。

  6. Desiderata: Towards Indigenous Models of Vocational Psychology

    Science.gov (United States)

    Leong, Frederick T. L.; Pearce, Marina

    2011-01-01

    As a result of a relative lack of cross-cultural validity in most current (Western) psychological models, indigenous models of psychology have recently become a popular approach for understanding behaviour in specific cultures. Such models would be valuable to vocational psychology research with culturally diverse populations. Problems facing…

  7. Desiderata: Towards Indigenous Models of Vocational Psychology

    Science.gov (United States)

    Leong, Frederick T. L.; Pearce, Marina

    2011-01-01

    As a result of a relative lack of cross-cultural validity in most current (Western) psychological models, indigenous models of psychology have recently become a popular approach for understanding behaviour in specific cultures. Such models would be valuable to vocational psychology research with culturally diverse populations. Problems facing…

  8. Positive Psychology versus the Medical Model?: Comment

    Science.gov (United States)

    Joseph, Stephen; Linley, P. Alex

    2006-01-01

    Comments on "Positive psychology progress: Empirical validation of interventions" by Seligman, Steen, Park, and Peterson (see record 2005-08033-003). Seligman and colleagues provided a progress report on positive psychology, reviewing the impressive developments over the past five years. We wholeheartedly support the positive psychology movement…

  9. Reasoning, logic, and psychology.

    Science.gov (United States)

    Stenning, Keith; van Lambalgen, Michiel

    2011-09-01

    We argue that reasoning has been conceptualized so narrowly in what is known as 'psychology of reasoning' that reasoning's relevance to cognitive science has become well-nigh invisible. Reasoning is identified with determining whether a conclusion follows validly from given premises, where 'valid' is taken to mean 'valid according to classical logic'. We show that there are other ways to conceptualize reasoning, more in line with current logical theorizing, which give it a role in psychological processes ranging from (verbal) discourse comprehension to (nonverbal) planning. En route we show that formal logic, at present marginalized in cognitive science, can be an extremely valuable modeling tool. In particular, there are cases in which probabilistic modeling must fail, whereas logical models do well. WIREs Cogni Sci 2011 2 555-567 DOI: 10.1002/wcs.134 For further resources related to this article, please visit the WIREs website.

  10. Development, Evaluation, and Validation of a Paper-and-Pencil Test for Measuring Two Components of Biology Teachers' Pedagogical Content Knowledge Concerning the "Cardiovascular System"

    Science.gov (United States)

    Schmelzing, Stephan; van Driel, Jan H.; Jüttner, Melanie; Brandenbusch, Stefanie; Sandmann, Angela; Neuhaus, Birgit J.

    2013-01-01

    One main focus of teacher education research concentrates on teachers' pedagogical content knowledge (PCK). It has been shown that teachers' PCK correlates with teaching effectiveness as well as with students' achievement gains. Teachers' PCK should be analyzed as one of the main important components to evaluate professional…

  11. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    Science.gov (United States)

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  12. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    Science.gov (United States)

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  13. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    Science.gov (United States)

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  14. ICT ethical leadership scale (ICTELS: A study of reliability and validity on Turkish pre-service teachers

    Directory of Open Access Journals (Sweden)

    Ahmet Naci Çoklar

    2012-01-01

    Full Text Available In this study, a scale was developed to determine pre-service teachers’ ICT ethical leadership levels. Effective leadership characteristics that were proposed by Harvey (2004 and computer ethics issues suggested by Mason (1986 were benefited by in developing the scale. ICTELS scale consists of 24 scale items. Findings of this study indicate that the reliability coefficient that was calculated using Cronbach’s alpha was found to be 0.933. Given that the recommended reliability level for measurement scales that can be used in research is 0.70 (Hair et al., 1998; Namlu and Odabaşı, 2007, it is observed that the reliability level of the scale is high. Two different study groups were formed for the reliability and validity of the ICTELS scale. The study group that was formed for the construct validity of the scale consists of 305 senior students in the computer teaching departments in 9 different universities in Turkey (Anadolu, Atatürk, Dokuz Eylül, Ege, Gazi, İnönü, Onsekiz Mart, Sakarya and Selçuk universities in the 2008-2009 academic year. 60,7 % of the students were male (185 and 39,3 % were female (120. The second study group was formed to obtain the criterion-related validity of the scale. The number of the students in the study group was 55. 64,5 % of the students were male (36 and 34,5 % were female (19. The scale had a four-factor structure and these factors were named mentorial, visionary, cultural and instructional ICT ethical leadership.

  15. Psychological Empowerment

    OpenAIRE

    Flohrer, Nick

    2014-01-01

    Instilling psychological empowerment in employees is one of the most important tasks of modern leadership. Building on quantitative research and the development of a new psychometric scale related to project management this thesis shows: First, individuals' characteristics and their work team environment influence perceptions of access to information and resources – two important antecedents of psychological empowerment. Second, while a project briefing strengthens the link of the psychologic...

  16. From Behavioral Psychology to Acceleration Modeling: Calibration, Validation, and Exploration of Drivers Cognitive and Safety Parameters in a Risk-Taking Environment

    CERN Document Server

    Hamdar, Samer H; Treiber, Martin

    2014-01-01

    We investigate a utility-based approach for driver car-following behavioral modeling while analyzing different aspects of the model characteristics especially in terms of capturing different fundamental diagram regions and safety proxy indices. The adopted model came from an elementary thought where drivers associate subjective utilities for accelerations (i.e. gain in travel times) and subjective dis-utilities for decelerations (i.e. loss in travel time) with a perceived probability of being involved in rear-end collision crashes. Following the testing of the model general structure, the authors translate the corresponding behavioral psychology theory - prospect theory - into an efficientmicroscopic traffic modeling with more elaborate stochastic characteristics considered in a risk-taking environment. The formulated model offers a better understanding of drivers behavior, particularly under extreme/incident conditions.

  17. The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being

    Directory of Open Access Journals (Sweden)

    Pedro Cordeiro

    2016-07-01

    Full Text Available This research comprises two studies based on Self Determination Theory. In Study 1, we translate and examine the factor structure of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS; Chen, Vansteenkiste et al., 2015 in a sample of Portuguese undergraduate students. Further, in Study 2 we used an independent longitudinal sample of 12th grade students to inspect whether the six subscales differently predict adjustment over time. Confirmatory factor analysis showed that a six-factor solution best fitted the BPNSFS data. Subsequent structural equation modelling indicated that the dimensions of need satisfaction and need frustration predicted unique variance in participants’ well-being and ill-being over time, even after controlling for reciprocal and baseline effects. Taken together the findings support the 6-factor multidimensional structure of the BPNSFS and provide extensive support for the distinction between the satisfaction and frustration dimensions of needs, suggesting that they should be measured and interpreted as relatively distinct motivational constructs.

  18. University-Based Teacher Preparation and Middle Grades Teacher Effectiveness

    Science.gov (United States)

    Preston, Courtney

    2017-01-01

    For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of…

  19. University-Based Teacher Preparation and Middle Grades Teacher Effectiveness

    Science.gov (United States)

    Preston, Courtney

    2017-01-01

    For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of…

  20. Teacher Motivation: Definition, Research Development and Implications for Teachers

    Science.gov (United States)

    Han, Jiying; Yin, Hongbiao

    2016-01-01

    The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers' psychological fulfilment and well-being. To address the constant calls for teacher motivation…

  1. [Political psychology].

    Science.gov (United States)

    Resch, Mária; Bella, Tamás

    2013-04-21

    In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters' attitudes, leaders' personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects.

  2. Teaching Educational Psychology in an Online Environment

    Science.gov (United States)

    Verdi, Michael P.; Johnson, Janet T.

    2005-01-01

    According to David Berliner (1992), Regents Professor and noted expert in teaching educational psychology, the goal of teaching educational psychology is to influence the practice of teaching. Whether it is teaching preservice teachers how to motivate their students or how to write appropriate behavioral objectives and lesson plans, educational…

  3. Aspirational Model Teaching Criteria for Psychology

    Science.gov (United States)

    Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

    2014-01-01

    In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

  4. The development and validation of a technology-integrated learning environments instrument to measure the contributions of online communications to prospective science teachers' learning

    Science.gov (United States)

    Pyo, Sunhee

    The purpose of this study was to develop a Technology-Integrated Learning Environments Survey (TILES) instrument to assess prospective science teachers' perceptions of their online learning environments and to provide psychometric evidence of validity and reliability for the instrument. First, the original draft instrument development started with defining the three constructs of pedagogy, technology, and practice from the hypothetical Technology-Integrated Learning Environments model. Second, 63 initial items with a five-point Likert-type scale were generated to represent the three constructs. Third, each of the initial items was reviewed for clarity and appropriateness of item content by an expert panel consisting of one faculty and four graduate students in science education. Fourth, based on the panel's judgments, 40 items were selected for the first draft instrument and revised to clearly represent the contents of the corresponding construct. Fifth, the first instrument was administered to 43 prospective elementary science teachers in two sections of SCIED 458-Teaching Elementary School Science at The Pennsylvania State University at the end (14th week) of spring semester 2000. Sixth, item analysis was conducted to select internally consistent items constituting each of the pedagogy, technology, and practice constructs. Seventh, internal consistency reliability was assessed across the three constructs. The second draft instrument development started with the extension of the Technology-Integrated Learning Environments model to fit online communications learning environments in prospective science teacher education. An online communications learning environment was hypothesized to have a hierarchical structure in that two underlying subconstructs resided in each of the three constructs: reflection and collaboration in pedagogy, multiple ideas and time flexibility in technology, and feedback and autonomy in practice. At the eighth step of the TILES instrument

  5. Psychological behaviorism and behaviorizing psychology

    Science.gov (United States)

    Staats, Arthur W.

    1994-01-01

    Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism. PMID:22478175

  6. Psychological behaviorism and behaviorizing psychology.

    Science.gov (United States)

    Staats, A W

    1994-01-01

    Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism.

  7. Psychological experiment

    NARCIS (Netherlands)

    Boven, Martijn; Emmanuel, Steven M.; McDonald, William; Stewart, Jon

    2015-01-01

    For Kierkegaard the ‘psychological experiment’ is a literary strategy. It enables him to dramatize an existential conflict in an experimental mode. Kierkegaard’s aim is to study the source of movement that animates the existing individual (this is the psychological part). However, he is not interest

  8. 社会心理学视阈下高职院校教师职业倦怠分析%A Study on the Job Burnout of Teachers in Vocational Colleges From the Perspective of Social Psychology

    Institute of Scientific and Technical Information of China (English)

    陈燕; 曹将栋

    2016-01-01

    基于社会心理学视角,从社会动机、社会认知、社会心理、社会行为及社会影响等方面探究高职院校教师产生职业倦怠的原因,并针对以上原因提出动机纠偏、认知改良、心理防御、人际关系拓展、行为合理把控等缓解策略。%From the perspective of social psychology,this article probes into possible causes of the job burnout of teachers in vocational colleges in the aspects of social motives,cognition,psychology,behaviors and impact.In addi-tion,it presents relevant solutions to its relief like the rectification of the deviations of their motives,the improvement of their cognition,the mental defense,the expansion of their personal relations and the reasonable control of their be-haviors.

  9. 基于《教师教育课程标准》的儿童发展心理学课程改革%Curriculum Reform of Children Developmental Psychology Based on "Teacher Education Curriculum Standards"

    Institute of Scientific and Technical Information of China (English)

    江建华

    2014-01-01

    The essay mainly discusses the teaching reform of Children Developmental Psychology under "Teacher Education Curriculum Standards".In order to improve the teaching effect , the teaching of Children Developmental Psychology should firmly establish the education -oriented teaching concept, highlight "one keyword, two main threads, four basic rules", carry out the teaching of "three level classes", build three -dimensional knowledge formula from "point"to "line"to "surface"and to "object"and pay attention to practice-oriented assessment.%文章主要探讨《教师教育课程标准(试行)》背景下,儿童发展心理学课程的教学改革。儿童发展心理学课程的教学应该牢固树立“育人为本”的教学理念,凸显“一个关键词,两条主线,四大基本规律”等重点内容,实施“三级课堂”教学,构建“点、线、面、体”的立体知识程式,注重考核的“实践”取向,以提升儿童发展心理学课程的教学效果。

  10. From Theory of Work Adjustment to Person-Environment Correspondence Counseling: Vocational Psychology as Positive Psychology

    Science.gov (United States)

    Eggerth, Donald E.

    2008-01-01

    This article argues that vocational psychology is, and has been, positive psychology. It provides an overview of the theory of work adjustment (TWA), one of the most robust and best validated theories in vocational psychology. It also provides an introduction to person-environment-correspondence (PEC) counseling, an extension of the TWA concepts…

  11. Does the interpersonal-Psychological theory of suicide provide a useful framework for understanding suicide risk among eating disorder patients? A test of the validity of the IPTS.

    Science.gov (United States)

    Smith, April R; Dodd, Dorian R; Forrest, Lauren N; Witte, Tracy K; Bodell, Lindsay; Ribeiro, Jessica D; Goodwin, Natalie; Siegfried, Nicole; Bartlett, Mary

    2016-12-01

    The current study tested whether the Interpersonal-Psychological Theory of Suicide (IPTS) provides a useful framework for understanding elevated suicide rates among individuals with eating disorders (EDs). Based on predictions of the IPTS, we tested whether the combination of thwarted belongingness and perceived burdensomeness was associated with suicidal desire, and whether the combination of thwarted belongingness, perceived burdensomeness, and fearlessness about death was associated with past suicide attempts in an ED sample (n = 100). We also compared these IPTS constructs in an ED sample versus general psychiatric inpatients (n = 85) and college students (i.e., non-clinical comparison group; n = 93). Within the ED sample, no hypothesized interactions were found, but perceived burdensomeness was associated with suicidal desire, and perceived burdensomeness and fearlessness about death were associated with past suicide attempts. The ED and psychiatric samples had greater thwarted belongingness, perceived burdensomeness, and suicidal desire than the non-clinical comparison group. The IPTS constructs of perceived burdensomeness and fearlessness about death appear to explain some facets of suicidality among people with EDs, but overall, support for the IPTS was limited. Future research on EDs and suicidality should look beyond the IPTS and consider other biological and sociocultural factors for suicide. © 2016 Wiley Periodicals, Inc. (Int J Eat Disord 2016; 49:1082-1086). © 2016 Wiley Periodicals, Inc.

  12. Emotional Intelligence and Teacher Efficacy as Predictors of Teacher Effectiveness among Pre-Service Teachers in Some Nigerian Universities

    Science.gov (United States)

    Adeyemo, D. A.; Chukwudi, Agokei R.

    2014-01-01

    Evidence from teacher-effectiveness studies indicates that teacher effectiveness has yielded a wealth of understanding about the impact that teacher ability has on student growth. However, much is yet to be known on some psychological factors that could influence teaching effectiveness particularly among pre-service teachers. The purpose of the…

  13. Adam M. Grant: Award for Distinguished Scientific Early Career Contributions to Psychology.

    Science.gov (United States)

    2011-11-01

    Presents Adam M. Grant, the 2011 winner of the American Psychological Association Award for Distinguished Scientific Early Career Contributions to Psychology. "For extensive, elegant, and programmatic research on the power of relational job design in enhancing employee motivation, productivity, and satisfaction; for creative and rigorous studies documenting the profound and surprising effects of connecting employees to their impact on others; for highlighting prosocial motivation, not only extrinsic and intrinsic motivations, as a key force behind employee behavior; and for demonstrating by example the feasibility and benefits of conducting field experiments, yielding studies rich in internal validity, external validity, and practical impact. In addition to his accomplishments, Adam M. Grant is known for his generosity as a scholar, teacher, and colleague." (PsycINFO Database Record (c) 2011 APA, all rights reserved).

  14. Genetics and educational psychology.

    Science.gov (United States)

    Plomin, Robert; Walker, Sheila O

    2003-03-01

    Molecular genetics, one of the most energetic and exciting areas of science, is slowly but surely coming to educational psychology. We review recent molecular genetic research on learning disabilities as a sign of things to come in educational psychology. We also consider some misconceptions about genetics that have slowed the acceptance of genetics in educational psychology. Diverse samples of children with learning disabilities have been studied, primarily in the UK and the USA. Linkage analysis can detect genes that have large effects on learning disabilities. Association analysis can detect genes of much smaller effect size, which is important because common disorders such as learning disabilities are likely to be influenced by many genes as well as by many environmental factors. For reading disability, replicated linkages have been identified on chromosomes 6, 15 and 18. A gene responsible for a rare type of language impairment has recently been identified. For common language impairment, linkages on chromosomes 16 and 19 have recently been reported. More than 200 genetic disorders, most extremely rare, include mental retardation among their symptoms, and chromosomal abnormalities are a major cause of mental retardation. Although finding specific genes associated with learning disabilities is unlikely to have much of a direct application for teachers in the classroom, such findings will have far-reaching implications for diagnosis, treatment and prevention of learning disabilities and for research in educational psychology. Educational psychology has been slower to accept evidence for the importance of genetics than other areas of psychology in part because of misconceptions about what it means to say that genetics is important for common complex disorders such as learning disabilities.

  15. The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education

    Science.gov (United States)

    Tessier, Damien; Sarrazin, Philippe; Ntoumanis, Nikos

    2010-01-01

    Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study…

  16. Influencing the psychological well-being of beginning teachers across three years of teaching : Self-efficacy, stress causes, job tension and job discontent

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; Maulana, Ridwan

    2016-01-01

    In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships bet

  17. Influencing factors and psychological mechanism of university teachers' organizational identification%大学教师组织认同的影响因素及心理机制分析

    Institute of Scientific and Technical Information of China (English)

    刘兆延

    2015-01-01

    Organizational identification is a process of individual organizational factors should be brought into the self-concept, university teachers' organizational identification can affect their job satisfaction, effect on maintaining and loss of human resources in coleges and universities, therefore, to explore the influence factors of university teachers' organizational identification and particularly important is the impact of psychological process, therefore, this paper analyzes the external reputation, perceived organizational support and organizational justice on the impact of organizational identification.%组织认同是个体将组织因素纳入自我概念的过程,大学教师组织认同可影响其工作满意度,对高校人力资源的保持和流失产生影响,因此,探索大学教师组织认同的影响因素及产生影响的心理过程尤为重要,故文章着重分析了组织外部声誉、组织支持感、组织公正对组织认同产生的影响作用。

  18. Are self-reports valid for schizophrenia patients with poor insight? Relationship of unawareness of illness to psychological self-report instruments.

    Science.gov (United States)

    Bell, Morris; Fiszdon, Joanna; Richardson, Randall; Lysaker, Paul; Bryson, Gary

    2007-05-30

    This investigation aimed to determine whether impaired insight influences the validity of self-report test scores in schizophrenia and schizoaffective disorder. 274 outpatients enrolled in work rehabilitation completed the Beck Depression Inventory (BDI), Eysenck Personality Questionnaire (EPQ), Bell Object Relations and Reality Testing Inventory (BORRTI), and NEO-Five Factor Inventory (NEO-FFI). Self-report scores were compared to clinician's ratings on comparable personality and symptom dimensions on the Positive and Negative Syndrome Scale (PANSS), the Work Behavior Inventory (WBI), and the Quality of Life Scale (QLS). The influence of insight was determined using the Scale for Unawareness of Mental Disorder (SUMD). In the first analysis, clinician SUMD ratings of patient insight were associated with self-report accuracy. In a second analysis, patients were categorized into good and poor insight groups based on SUMD ratings and compared on self-report and clinician report variables. Results suggest that poor insight patients accurately report less Neuroticism and Agreeableness, and more Psychoticism than good insight patients, but individuals with poor insight wish to present themselves as more extraverted than they actually are, and they are likely to be more certain of their perceptions than they should be. It appears that self-report measures may be valid for most personality and symptom domains.

  19. Teacher Demoralization, Disempowerment and School Administration

    Science.gov (United States)

    Tsang, Kwok Kuen; Liu, Dian

    2016-01-01

    Teacher demoralization is a concept describing the negative emotional experiences affecting teachers' well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers' well-being and quality of…

  20. Situated Learning: What Ever Happened to Educational Psychology?

    Science.gov (United States)

    Langer, Philip

    2009-01-01

    This paper attempts to explore the diminishing contributions of psychology in teacher preparation programs. Using situated learning as a basis for discussion, I have argued that a student may take a course in educational psychology and then subsequently discover that subsequent preparation may ignore those psychological "caveats" regarding the…

  1. English underachievers’ psychology and the right strategy

    Institute of Scientific and Technical Information of China (English)

    陈静珏

    2012-01-01

    Even a poor student,are eager to get good grades.Teachers should be able to treat all the students equally,and teach according to the students’ abilities.Be patient enough to help poor students remove negative psychology.As English teachers,we must not only change the English underachievers’ psychology,but also focus on practical abilities.This group of the students will be able to change the attitude and the teachers will achieve the purpose of improving the quality of English teaching.

  2. Feedback revisited : Adding perspectives based on positive psychology implications for theory and classroom practice

    NARCIS (Netherlands)

    Voerman, Lia; Korthagen, Fred A. J.; Meijer, Paulien C.; Simons, Robert Jan

    2014-01-01

    Teacher feedback has mainly been described from the point of view of cognitive psychology. We aim to add to the body of knowledge on teacher feedback by considering the perspective of positive psychology. We describe possible consequences of two concerns of positive psychology: (1) the importance of

  3. Feedback revisited : Adding perspectives based on positive psychology implications for theory and classroom practice

    NARCIS (Netherlands)

    Voerman, Lia; Korthagen, Fred A. J.; Meijer, Paulien C.; Simons, Robert Jan

    2014-01-01

    Teacher feedback has mainly been described from the point of view of cognitive psychology. We aim to add to the body of knowledge on teacher feedback by considering the perspective of positive psychology. We describe possible consequences of two concerns of positive psychology: (1) the importance of

  4. Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)

    Science.gov (United States)

    Klassen, Robert M.; Yerdelen, Sündüs; Durksen, Tracy L.

    2013-01-01

    The goal of this study was to create and validate a brief multidimensional scale of teacher engagement--the Engaged Teachers Scale (ETS)--that reflects the particular characteristics of teachers' work in classrooms and schools. We collected data from three separate samples of teachers (total N = 810), and followed five steps in developing and…

  5. Junior middle school teachers' psychological health in Liaoning province%某省初中教师心理健康状况研究

    Institute of Scientific and Technical Information of China (English)

    胡贤; 张慧杰

    2012-01-01

    [目的]了解初中教师的心理健康状况,为加强学校的心理健康工作,促进学生的心理健康提供参考.[方法]使用症状自评量表对183名初中教师进行调查,使用SPSS13.0对数据进行统计分析.[结果]心理健康较差的教师占调查教师总体的比例为21.86%,比较突出的心理健康问题主要有强迫、敌对、睡眠及饮食问题、人际关系敏感;省内初中教师心理健康状况比全国正常人的水平低,因子分有显著差异;初中教师的心理健康总体状况及各因子状况无性别、年龄的差异.[结论]省内初中教师的心理健康状况存在一定问题,有待改善.%[Objective] To investigate the current mental health status of junior middle school teachers. [Methods] Symptom checklist was adopted to investigate 183 junior school middle teachers, SPSS 13.0 was used to analyse the data. [Results] About 21.86% of junior middle school teachers had mental health problems, obviously in factors of compulsion, hositility, sleep and eating problems and interpersonal sensitivity. Also junior middle school teachers have poor mental health level than national normal,the difference was obviously observed in different factors.And there are no difference between the teachers about their mental health of vary sex or vary ages. [Conclusion] The mental health status of junior middle school teachers are needed to be improved.

  6. Psychological Literacy in Applied Psychology Disciplines: Back to, or Beyond, the Basics?

    Science.gov (United States)

    Tomcho, Thomas J.; Foels, Rob

    2017-01-01

    Undergraduate psychology majors need a broad base of knowledge in order to be viewed as competent graduates. In addition to acquiring basic knowledge, the American Psychological Association (APA) has guidelines for applied knowledge as well. In order to ensure a broad base of knowledge, teachers therefore need to know what the important…

  7. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    Science.gov (United States)

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  8. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    Science.gov (United States)

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  9. 心理咨询从业人员专业认同问卷的编制及信效度检验%Reliability and validity of the Professional ldentity Questionnaire for Psychological Counselors

    Institute of Scientific and Technical Information of China (English)

    葛缨; 向晋辉; 刘清; 张进辅

    2015-01-01

    Objectives: To develop the Professional Identity Questionnaire for Psychological Consultation Jobholders (PIQ-PCJ), and examine its reliability and validity. Methods: Initial dimensions of the questionnaire were determined on the basis of literature review, previous interview and expert’s evaluation. Totally 820 psychological consultation jobholders were recruited from medical institutions, ed-ucational institutions and consulting institutions. Through item analysis, exploratory factor analysis (EFA) and confirmatory factor analy-sis (CFA), the content and structure of the questionnaire were confirmed and tested. Psychometric properties including internal consis-tency (Cronbach’s alpha), test-retest reliability, content validity and construct validity were analyzed. Results: PIQ-PCJ consists of two sub-questionnaires, including internal identity and external identity. In the first sub-questionnaire, 4 factors, totally 20 items, were ex-tracted by EFA, which were “professional quality”, “professional emotion”, “professional behavior” and “professional value”. The second sub-questionnaire was divided into two factors (9 items) of “professional personnel” and “professional post” by EFA. The load-ing of items in both sub-questionnaires were ranged from 0. 45~0. 81. The factors in both sub-questionnaires could explain 56. 89% and 50. 00% of the total variance. The indicators of CFA with both sub-questionnaires were in requirements of psychometric (RMSEA0. 9, CFI>0. 9, IFI>0. 9). The Cronbach α coefficients of both sub-questionnaires were 0. 86 and 0. 83 respectively, and those of the various dimensions were all above 0. 75. The test-retest reliability of both sub-questionnaires were 0. 89 and 0. 82 severally, those of the various dimensions were 0. 71~0. 79. Conclusion: It suggests that Professional Identity Questionnaire for Psychological Consultation Jobholders (PIQ-PCJ) has good reliability and validity, and could be effectively

  10. Psychological IVF

    DEFF Research Database (Denmark)

    Adrian, Stine Willum

    2015-01-01

    During ethnographic fieldwork at a fertility clinic in Denmark, I became intrigued by emotions. In particular, I found an incidence labelled ‘psychological IVF’ theoretically provocative as it challenged my views on materializations, which I was preparing to study. This paper centres on the story...... of psychological IVF, and I use this narrative to consider emotions and materialization methodologically. I also ask how emotions at fertility clinics can be conceptualized to enable analysis of their materialization, change, and effects. In order to do so, I develop the term ‘emotional choreography......’. This theoretical work has three aims. First, it seeks to illustrate how the story of psychological IVF offers a rich range of materializations of emotions. Secondly, this work proposes a feminist materialist conceptualization of emotions that is both non-representational and posthuman. This conceptualization draws...

  11. La traza didáctica: construcción colectiva de profesores y primeros estudiantes de la carrera de Psicología, UBA The didactic trace: collective construction of teachers and former students of Psychology career, UBA

    Directory of Open Access Journals (Sweden)

    Nora Salles

    2010-12-01

    Full Text Available Los primeros egresados de la Carrera de Psicología han narrado, como entrevistados, el modo en que recuerdan haber sido formados, en los inicios, por los profesores del momento. En esos relatos, aparecen señales de un enfoque particular de la enseñanza de la Psicología, para la formación de profesionales en esa disciplina. Este trabajo se propone rescatar de las entrevistas realizadas, algunas historias de enseñanza y aprendizaje en relación al contexto socio institucional en que se dieron, recreando el escenario del momento, para recuperar representaciones, creencias, pensamientos y valores que pudieron tener estudiantes y profesores en los inicios de la Carrera, en relación con el lugar que ocuparon los transmisores cuyos conocimientos fueron valorados. Se trata también de identificar algunos elementos significativos de la naturaleza narrativa del saber pedagógico en relación a la transmisión del contenido psicológico y el impacto discursivo de la enseñanza referida al conocimiento disciplinar que "trazó marcas".The first graduates of the Psychology career have narrated, as respondents, how they remember having been formed in the beginning, by the professors of the moment. In these stories, signs of a particular approach to teaching psychology for the training of professionals in that discipline. This work aims to rescue from the interviews, some stories of teaching and learning in relation to socio-institutional context in which they were recreating the scene of the time, to retrieve representations, beliefs, thoughts and values that might have students and teachers in the early stages of the career in relation to the place of transmitters whose skills were valued. It is also to identify some significant elements of the narrative nature of pedagogical knowledge regarding the transmission of psychological content and impact of teaching discourse referring to the disciplinary knowledge that "drew brands".

  12. Standards for educational and psychological testing

    CERN Document Server

    2014-01-01

    Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, Standards for Educational and Psychological Testing (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and employment. It includes changes in federal law and measurement trends affecting validity, testing individuals with disabilities or different linguistic backgrounds, and new types of tests, as well as new uses of existing tests.

  13. AFFECTIVE COMMUNICATION AS A WAY TO PREVENT PSYCHOLOGICAL VIOLENCE BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM / LA COMUNICACIÓN AFECTIVA COMO VÍA PARA EVITAR LA VIOLENCIA PSICOLÓGICA ENTRE EL PROFESOR Y LOS ESTUDIANTES EN EL AULA

    Directory of Open Access Journals (Sweden)

    Ursula Puentes Puentes

    2013-04-01

    Full Text Available This paper presents some reflections on communicative behaviors of teachers who could be considered psychological violence in the classroom and influence both the affective motivational and cognitive instrumental attitudinal spheres of the students personality. Some procedures to promote emotional communication between teacher and students in the classroom are offered to achieve a positive psychological climate for the development of teaching-learning process. RESUMEN: En este trabajo se exponen algunas reflexiones acerca de conductas comunicativas de los profesores que pudieran ser consideradas como actos de violencia psicológica en el aula e influir, tanto en la esfera afectiva motivacional, como en la cognitiva instrumental y actitudinal de la personalidad de los estudiantes. Se ofrecen algunos procedimientos para favorecer una comunicación afectiva entre el profesor y los estudiantes en el aula y lograr así un clima psicológico positivo para el desarrollo del proceso enseñanza-aprendizaje.

  14. Validating the student-teacher relationship scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample

    NARCIS (Netherlands)

    Koomen, H.M.Y.; Verschueren, K.; van Schooten, E.; Jak, S.; Pianta, R.C.

    2012-01-01

    The Student-Teacher Relationship Scale (STRS) is widely used to examine teachers' relationships with young students in terms of closeness, conflict, and dependency. This study aimed to verify the dimensional structure of the STRS with confirmatory factor analysis, test its measurement invariance acr

  15. Diseño y validación de la escala CapPsi para medir capital psicológico (Design and Validation of the Cappsi Scale to Measure Psychological Capital

    Directory of Open Access Journals (Sweden)

    Alicia Omar

    2014-12-01

    Full Text Available RESUMEN: El objetivo del presente estudio fue el desarrollo y validación de una escala para medir capital psicológico en adultos. Los ítems iniciales se elaboraron sobre la base de la revisión bibliográfica, entrevistas con empleados y consultas con especialistas. Inicialmente se efectuó una prueba piloto que permitió realizar ajustes conceptuales y semánticos de los ítems. La escala fue administrada a 382 empleados, conjuntamente con las medidas de desempeño laboral, comportamientos organizacionales contraproducentes y satisfacción general. Asimismo, se estudió la validez factorial exploratoria y confirmatoria; además de la confiabilidad como consistencia interna a través del coeficiente alpha de Cronbach. Los resultados mostraron la existencia de cuatro factores con satisfactorios niveles de validez y confiabilidad, los que fueron rotulados como: Esperanza (α = .87, Optimismo (α = .91, Resiliencia (α = .84 y Autoeficacia (α = .79. La escala cumple con los criterios psicométricos exigidos y puede ser empleada como herramienta de diagnóstico y gestión organizacional. ABSTRACT: The objective of this study was the development and validation of a scale to measure psychological capital in adults.The initial items were developed on the basis of the bibliographical review, interviews with employees and consultations with specialists. Initially a pilot test was carried out which allowed conceptual and semantic adjustments of the items. The scale was administered to 382 employees, together with the measures of job performance, organizational self-defeating behaviors and overall satisfaction. Also, it is studied the exploratory and confirmatory factorial validity; in addition to the re liability and internal consistency through Cronbach’s alpha coefficient. The results showed the existence of four factors with satisfactory levels of validity and reliability, which were labeled as: Hope (α = .87, Optimism (α = .91, Resilience (

  16. Space psychology

    Science.gov (United States)

    Parin, V. V.; Gorbov, F. D.; Kosmolinskiy, F. P.

    1974-01-01

    Psychological selection of astronauts considers mental responses and adaptation to the following space flight stress factors: (1) confinement in a small space; (2) changes in three dimensional orientation; (3) effects of altered gravity and weightlessness; (4) decrease in afferent nerve pulses; (5) a sensation of novelty and danger; and (6) a sense of separation from earth.

  17. Psychology Experiments.

    Science.gov (United States)

    McGraw, Ken; Tew, Mark D.; Williams, John E.

    2001-01-01

    A goal of the PsychExperiments project was to reduce the financial burden on psychology departments for hardware/software used in their laboratories. In its third year, the PsychExperiments site now hosts 39 experiments. Over 200 classrooms worldwide have signed up as official site users and there have been nearly 10,000 data sessions conducted.…

  18. Psychology Today.

    Science.gov (United States)

    Anderssen, Arthur

    2003-01-01

    Describes the design of the University of Texas Austin's Seay Psychology and Child Development & Family Relationships building. With modern technique and materials, the Seay building adds to the established architectural language of the campus, offering a richly tactile structure and adjoining outdoor space embracing the tenets of successful…

  19. Psychology Experiments.

    Science.gov (United States)

    McGraw, Ken; Tew, Mark D.; Williams, John E.

    2001-01-01

    A goal of the PsychExperiments project was to reduce the financial burden on psychology departments for hardware/software used in their laboratories. In its third year, the PsychExperiments site now hosts 39 experiments. Over 200 classrooms worldwide have signed up as official site users and there have been nearly 10,000 data sessions conducted.…

  20. Investigating the effect of in-service training on advisors' effectiveness through psychological empowerment

    Directory of Open Access Journals (Sweden)

    Farideh Dokaneheeifard

    2015-05-01

    Full Text Available Efficiency is one of the fundamental concepts in any organization including ministry of education of Iran. Teachers and counselors are the main assets of this organization and education plays a key role in achieving the organization's goals. In-service training is a technique for improving the quality and effectiveness of the advisors. This paper presents a study on the effect of in-service training on advisors’ effectiveness through psychological empowerment. The study uses a questionnaire developed by Spreitzer (1995 [Spreitzer, G. M. (1995. Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5, 1442-1465.] to examine the effects of five variables; namely self- efficacy, self-determination, impact, meaningfulness and trust. Using structural equation modeling, the study has determined that all five psychological empowerment components had positive and meaningful effects on in-service training. In addition, in-service training maintained positive and meaningful impacts on all components on psychological empowerment. Moreover, in-service training positively influenced on psychological empowerment.