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Expanding the evidence of content validity for the Teacher Behavior Checklist using the IRAP: TBC's content validity using the IRAP

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Autor(es):
Henklain, Marcelo H. O. [1, 2] ; Haydu, Veronica Bender [3] ; Carmo, Joao S. [4, 3] ; Muniz, Monalisa [4] ; Perez, William F. [1, 5]
Número total de Autores: 5
Afiliação do(s) autor(es):
[1] Natl Inst Sci & Technol Behav Cognit & Teaching I, Sao Carlos, SP - Brazil
[2] Univ Fed Roraima, Educ Ctr, Psychol Course, Campus Paricarana, Captain Ene Garces Ave 2413, Boa Vista - Brazil
[3] Univ Estadual Londrina, Londrina - Brazil
[4] Univ Fed Sao Carlos, Sao Carlos, SP - Brazil
[5] Paradigma Ctr Behav Sci & Technol, Sao Carlos, SP - Brazil
Número total de Afiliações: 5
Tipo de documento: Artigo Científico
Fonte: PSYCHOLOGICAL RECORD; v. 69, n. 2, p. 205-214, JUN 2019.
Citações Web of Science: 0
Resumo

The Teacher Behavior Checklist (TBC) consists of 28 items mainly used to measure college teachers' performance or to investigate the primary qualities of good teachers. Psychometric studies using the TBC have presented evidence of its validity and reliability in different cultures. However, TBC content validity is exclusively based on self-reported measurements, which presents limitations that are widely discussed in the literature. Our study sought to investigate an alternative measurement for TBC content validity using a latency-based task, namely the Implicit Relational Assessment Procedure (IRAP). The main objective was to assess the strength of the relationship between the concept of Good Teacher and Bad Teacher and six positive and negative features derived from TBC items using an IRAP preparation. The second objective was to investigate the correlation between IRAP and TBC scores. The participants were 64 undergraduate students (M = 21; F = 43), aged 16 to 36. The IRAP trials included six target stimuli selected from the TBC that could be either Good Teacher or Bad Teacher, and six labels that could be either positive or negative features. The IRAP revealed that the Good Teacher is Positive, not Negative. On the other hand, the Bad Teacher is Negative, but participants could not deny that this teacher has Positive features. Only one statistically significant correlation was found between the Good Teacher-Negative IRAP trial type and the TBC score. Future studies should expand the use of implicit measurements in psychometric studies using the TBC. (AU)

Processo FAPESP: 16/05935-6 - Transferência de função em classes de equivalência envolvendo expressões faciais de alegria e de medo
Beneficiário:William Ferreira Perez
Linha de fomento: Auxílio à Pesquisa - Regular
Processo FAPESP: 08/57705-8 - Instituto de Estudos sobre Comportamento, Cognição e Ensino
Beneficiário:Deisy das Graças de Souza
Linha de fomento: Auxílio à Pesquisa - Temático
Processo FAPESP: 17/10037-0 - Transformação de funções emocionais em redes relacionais de comparação avaliada pelo priming semântico e potenciais relacionados a eventos (ERP)
Beneficiário:João Henrique de Almeida
Linha de fomento: Bolsas no Exterior - Estágio de Pesquisa - Pós-Doutorado