Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Abstract

This article reports the validity of the Questionnaire on Teacher Interaction (QTI), (developed to assess studentteacher interpersonal interaction) when modified, translated and used at the university level in Indonesia. We also investigated relationships between students' outcomes (achievement and attitudes) and the quality of teacher-student interactions among 422 students in 12 classes in a private university in Indonesia. Data analyses supported the QTI's validity, revealed differences between a computer science and a management department in terms of instructor-student interactions, and identified which types of instructor-student interactions are most likely to promote student outcomes at the university level.

Classroom Climate

“…In Korea, a translated version of the QTI was validated and used by Lee et al (2003) among 439 science students and by Kim et al (2000) among 543 students. In Indonesia, a translated version of the QTI was validated with a sample of 422 university students by Fraser et al (2010b). Brekelmans et al (2005) traced changes in teacher-student relationships across the teaching career for samples from various countries.…”

Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia

“…Using this perspective, studies show that the way students perceive their teacher interpersonally (teacher interpersonal behaviour) relates to students' academic achievement (e.g., Brok, 2001;Goh & Fraser, 1998), attitude towards learning (e.g., Brok, Levy, Brekelmans, & Wubbels, 2005;Gupta & Fisher, 2011;Henderson & Fisher, 2008;Telli, den Brok, & Cakiroglu, 2007;van Uden, Ritzen, & Pieters, 2014), and students' learning motivation (Maulana, Opdenakker, den Brok, & Bosker, 2011;Maulana, Opdenakker, Stroet, & Bosker, 2013;. Numerous studies have been done using the Questionnaire on Teacher Interaction (QTI) and have involved students from primary schools (e.g., Fisher, Waldrip, Dorman, & den Brok, 2007;Goh & Fraser, 1998), secondary schools (e.g., Gupta & Fisher, 2011;Maulana et al, 2011;Rickards, 1998;Rickards, den Brok, & Fisher, 2005), and higher education (e.g., Fraser, Aldridge, & Soerjaningsih, 2010) including teacher education programmes (e.g., Jong, Tartwijk, Wubbels, Veldman, & Verloop, 2013). Studies linking student perceptions of teacher interpersonal behaviour and learning outcome in vocational education are still limited (e.g., Henderson & Fisher, 2008;van Uden et al, 2014) while the number of vocational students is increasing (OECD, 2009).…”

Adaptación y validación del Cuestionario de Relación Docente en el Nivel Superior

“…El Cuestionario sobre la Relación Docente (QTI) sigue la tradición en la investigación de entornos de aprendizaje través de las percepciones de los estudiantes en el aula. Aunque este programa de investigación se originó en los Países Bajos, ha tenido impacto a nivel internacional ya que el cuestionario ha sido traducido y validados en más de una docena de idiomas (den Brok et al, 2004;den Brok et al, 2005;den Brok, Tartwijk, Wubbels & Veldman, 2010;Fraser, Aldridge & Soerjaningsih, 2010;Fraser & Walberg, 2005). El cuestionario fue diseñado para su uso en la Educación Secundaria y formó la base de nuevas versiones para maestros de educación primaria (García Bacete, Ferrá Coll, Monjas Casares & Marande, 2014;Goh & Fraser, 1996) y profesores de educación superior (Soerjaningsih, Fraser & Aldridge, 2002).…”

“…Se empleó el método de Componentes Principales sometiéndolo a una rotación varimax dado que esta rotación fue utilizada en estudios anteriores de validación (Fraser et al, 2010). Para la definición de los factores se tuvieron en cuenta las variables que presentaban una carga factorial mayor o igual a .30 y que tuvieran cargas menores a .29 en el resto de los factores.…”