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...
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| Format: | Online |
| Language: | spa |
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Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE)
2023
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| Subjects: | |
| Online Access: | https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078 |
| _version_ | 1806646475437899776 |
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| 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 |
| collection | Portal de Revistas |
| 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. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-42078 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2023 |
| publisher | Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE) |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar: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. Facultad de Psicología. Laboratorio de Evaluación Psicológica y Educativa (LEPE) 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 Revista Evaluar; Vol. 23 Núm. 2 (2023); 67-82 1667-4545 1515-1867 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 |
| 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 |
| title | Teacher’s Achievement Verbalizations Questionnaire in Oral Exams |
| title_alt | Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales |
| 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_short | Teacher’s Achievement Verbalizations Questionnaire in Oral Exams |
| title_sort | teacher s achievement verbalizations questionnaire in oral exams |
| topic | test anxiety teacher behavior feedback oral exams achievement emotion ansiedad ante los exámenes comportamiento docente comentarios exámenes orales emoción de logro |
| topic_facet | test anxiety teacher behavior feedback oral exams achievement emotion ansiedad ante los exámenes comportamiento docente comentarios exámenes orales emoción de logro |
| url | https://revistas.unc.edu.ar/index.php/revaluar/article/view/42078 |
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