Teacher’s Achievement Verbalizations Questionnaire in Oral Exams

At the moment, there is no measurement instrument to assess verbal expressions and phrases of feedback about students’ achievement issued by teachers in the presence of one or more students during an oral exam. This article reports the design, structural validity, reliability and external validity o...

Descripción completa

Detalles Bibliográficos
Autores principales: Sánchez-Rosas, Javier, Dominguez-Lara, Sergio Alexis, Furlan, Luis Alberto, Okinishi, Mirai
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2023
Materias:
test anxiety
teacher behavior
feedback
oral exams
achievement emotion
ansiedad ante los exámenes
comportamiento docente
comentarios
exámenes orales
emoción de logro
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078
Aporte de:
Revista Evaluar de Universidad Nacional de Córdoba
id I10-R331-article-42078
record_format ojs
spelling I10-R331-article-420782023-08-01T14:57:09Z Teacher’s Achievement Verbalizations Questionnaire in Oral Exams Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales Sánchez-Rosas, Javier Dominguez-Lara, Sergio Alexis Furlan, Luis Alberto Okinishi, Mirai test anxiety teacher behavior feedback oral exams achievement emotion ansiedad ante los exámenes comportamiento docente comentarios exámenes orales emoción de logro At the moment, there is no measurement instrument to assess verbal expressions and phrases of feedback about students’ achievement issued by teachers in the presence of one or more students during an oral exam. This article reports the design, structural validity, reliability and external validity of the Teacher Achievement Verbalizations in Oral Exams Questionnaire (TAVQ), which assesses several teachers’ verbalizations from the perspective of students in oral exams. The structural validity, reliability, and external validity were evaluated in a sample of university students (N = 252) from Argentina. Several plausible measurement models were specified based on the dimensions of valence, object focus, and temporal frame, which were tested through confirmatory factor analysis and bifactor analysis. Two scales that measure with very good reliability positive and negative verbalizations related to achievement expressed by teachers during oral exams were validated. These verbalizations showed appropriate relationships with achievement emotions and academic performance. The need for future studies and practical implications are discussed. Hasta el momento, no existe un instrumento de medición que evalúe las expresiones verbales y comentarios sobre el logro de los alumnos que emiten los docentes en presencia de uno o varios estudiantes durante un examen oral. Este artículo informa la construcción, validez estructural, confiabilidad y validez externa del cuestionario de verbalizaciones de logro docentes en exámenes orales (TAVQ). El mismo evalúa varias verbalizaciones del docente desde la perspectiva de los estudiantes en exámenes orales. La validez estructural, confiabilidad y validez externa fueron evaluadas en una muestra de estudiantes universitarios (N = 252) de Argentina. Se especificaron varios modelos de medición plausibles basados en las dimensiones de valencia, foco y marco temporal, que fueron testeados mediante análisis factorial confirmatorio y bifactor. Se validaron dos escalas que miden con muy buena confiabilidad verbalizaciones de logro positivas y negativas expresadas por docentes durante los exámenes orales. Estas verbalizaciones mostraron relaciones apropiadas con emociones de logro y rendimiento académico. Se discute la necesidad de estudios futuros e implicancias prácticas. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2023-08-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078 10.35670/1667-4545.v23.n2.42078 Revista Evaluar; Vol. 23 Núm. 2 (2023); 67-82 1667-4545 10.35670/1667-4545.v23.n2 spa https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078/42244 http://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-331
container_title_str Revista Evaluar
language Español
format Artículo revista
topic test anxiety
teacher behavior
feedback
oral exams
achievement emotion
ansiedad ante los exámenes
comportamiento docente
comentarios
exámenes orales
emoción de logro
spellingShingle test anxiety
teacher behavior
feedback
oral exams
achievement emotion
ansiedad ante los exámenes
comportamiento docente
comentarios
exámenes orales
emoción de logro
Sánchez-Rosas, Javier
Dominguez-Lara, Sergio Alexis
Furlan, Luis Alberto
Okinishi, Mirai
Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
topic_facet test anxiety
teacher behavior
feedback
oral exams
achievement emotion
ansiedad ante los exámenes
comportamiento docente
comentarios
exámenes orales
emoción de logro
author Sánchez-Rosas, Javier
Dominguez-Lara, Sergio Alexis
Furlan, Luis Alberto
Okinishi, Mirai
author_facet Sánchez-Rosas, Javier
Dominguez-Lara, Sergio Alexis
Furlan, Luis Alberto
Okinishi, Mirai
author_sort Sánchez-Rosas, Javier
title Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
title_short Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
title_full Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
title_fullStr Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
title_full_unstemmed Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
title_sort teacher’s achievement verbalizations questionnaire in oral exams
description At the moment, there is no measurement instrument to assess verbal expressions and phrases of feedback about students’ achievement issued by teachers in the presence of one or more students during an oral exam. This article reports the design, structural validity, reliability and external validity of the Teacher Achievement Verbalizations in Oral Exams Questionnaire (TAVQ), which assesses several teachers’ verbalizations from the perspective of students in oral exams. The structural validity, reliability, and external validity were evaluated in a sample of university students (N = 252) from Argentina. Several plausible measurement models were specified based on the dimensions of valence, object focus, and temporal frame, which were tested through confirmatory factor analysis and bifactor analysis. Two scales that measure with very good reliability positive and negative verbalizations related to achievement expressed by teachers during oral exams were validated. These verbalizations showed appropriate relationships with achievement emotions and academic performance. The need for future studies and practical implications are discussed.
publisher Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
publishDate 2023
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078
work_keys_str_mv AT sanchezrosasjavier teachersachievementverbalizationsquestionnaireinoralexams
AT dominguezlarasergioalexis teachersachievementverbalizationsquestionnaireinoralexams
AT furlanluisalberto teachersachievementverbalizationsquestionnaireinoralexams
AT okinishimirai teachersachievementverbalizationsquestionnaireinoralexams
AT sanchezrosasjavier cuestionariodeverbalizacionesdelogrodocentesenexamenesorales
AT dominguezlarasergioalexis cuestionariodeverbalizacionesdelogrodocentesenexamenesorales
AT furlanluisalberto cuestionariodeverbalizacionesdelogrodocentesenexamenesorales
AT okinishimirai cuestionariodeverbalizacionesdelogrodocentesenexamenesorales
first_indexed 2024-09-03T21:07:24Z
last_indexed 2024-09-03T21:07:24Z
_version_ 1809210560359694336

Ejemplares similares