Instructor Strictness: Instrument Development and Validation

Autor/inn/en	Frey, T. Kody; Tatum, Nicholas T.
Titel	Instructor Strictness: Instrument Development and Validation
Quelle	In: Communication Education, 71 (2022) 4, S.327-354 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frey, T. Kody) ORCID (Tatum, Nicholas T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2022.2096246
Schlagwörter	Teaching Methods; Teacher Behavior; Student Attitudes; Behavior Patterns; Factor Analysis; College Students; Classroom Environment; Grading; Interpersonal Communication; Discipline Policy; Teacher Expectations of Students; Validity; Measurement Techniques; Interrater Reliability; Correlation; Caring; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Schülerverhalten; Faktorenanalyse; Collegestudent; Klassenklima; Unterrichtsklima; Notengebung; Schulnote; Interpersonale Kommunikation; Disziplinarmaßnahme; Gültigkeit; Messtechnik; Interrater-Reliabilität; Korrelation; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing "instructor strictness." Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlying factor structures comprised by the patterns of strictness identified in study 1 through a series of exploratory factor analyses. Study 3 (n = 528) establishes factorial validity of each new measure through confirmatory factor analyses. Studies 2 and 3 also provide evidence for convergent and concurrent validity between the newly formed measures of "evaluative," "regulatory," and "interactive" strictness and relevant variables within the nomological network, including the Questionnaire on Teacher Interaction (QTI) strictness inventory, the QTI admonishing behavior inventory, instructor caring, and cognitive flexibility. The research provides a roadmap to investigate how instructors who enforce classroom rules or demonstrate inflexibility may influence instructional outcomes in nuanced ways. The theoretical and practical implications of the new measures for instructional communication research, as well as future directions, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01