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Year 2021, Volume 8, Issue 3, 119 - 132, 03.09.2021
https://doi.org/10.33200/ijcer.942396

Abstract

References

  • Basu, A. & Mermillod (2011). Emotional intelligence and social-emotional learning: An overview, Psychology Research, 1(3). 182-185.
  • Berisha Kida, E. & Karaj, T. (2020). Development of an Albanian version of the questionnaire on teacher-student interaction, CEPS Journal, 10 (3), 145-169. doi: 10.26529/cepsj.451
  • Blackburn, R., & Renwick, S. J. (1996). Rating scales for measuring the interpersonal circle in forensic psychiatric patients. Psychological Assessment, 8, 76-84.
  • Collaborative for Academic, Social, and Emotional Learning. (n.d.). Retrieved May 20, 2021, from https://casel.org/
  • Dattalo, P. (2014). A demonstration of canonical correlation analysis with orthogonal rotation to facilitate interpretation. Unpublished manuscript, School of Social Work, Virginia Commonwealth University, Richmond, Virginia. Retrived from https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1001&context=socialwork_pubs
  • den Brok, P. (2001). Teaching and student outcomes: a study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective (Un published doctoral dissertation), Utrecht University, Utrecht.
  • den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students' perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning Environments Research, 9(3), 199–213. doi: 10.1007/s10984-006-9013-9
  • den Brok, P., Fisher, D., Brekelmans, M., Rickards, T., Wubbels,T., Levy, J., & Waldrip, B. (2003, March). Students’ perceptions of secondary science teachers’ interpersonal style in six countries: A study on the cross national validity of the Questionnaire on Teacher Interaction. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA. Retrieved from https://files.eric.ed.gov/fulltext/ED475164.pdf
  • den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15(3-4), 407–442. doi: 10.1080/09243450512331383262 den Brok, P., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes. International Journal of Science Education, 27, 765–779. doi:10.1080/09500690500038488.
  • Elias, M. J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M.,… Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development. Retrieved from https://earlylearningfocus.org/wp-content/uploads/2019/12/promoting-social-and-emotional-learning-1.pdf
  • Fisher, D.L. & Fraser, B.J. (1981). Validity and use of My Class Inventory. Science Education, 65(2), 145-156. doi: 10.1002/sce.3730650206
  • Fisher, D.L., Henderson, D., & Fraser, B.J. (1995). Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25, 125-133. doi: 10.1007/BF02356447
  • Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33. doi:10.1023/A:1009932514731
  • Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. W. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). World Scientific.
  • Fraser, B. J., Aldridge, J. M., & Soerjaningsih, W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3, 21-33. doi: 10.2174/1874920801003010021
  • Fraser, B.J., Anderson, G.J., & Walberg, H.J. (1982). Assessment of learning environments: manual for learning environment inventory (LEI) and my class inventory (MCI) (3rd version), Western Australian Institute of Technology, Perth, Australia.
  • Fraser, B. J., & Fisher, D. L. (1982). Predictive validity of my class inventory. Studies in Educational Evaluation, 8(2), 129–140. doi: 10.1016/0191-491X(82)90004-9
  • Fraser, B. J., & Fisher, D. L. (1983). Use of actual and preferred Classroom Environment Scales in person–environment fit research. Journal of Educational Psychology, 75(2), 303–313. doi: 10.1037/0022-0663.75.2.303
  • Frey, K.S., Nolen, S.B., Van Schoiack Edstrom, L., & Hirschstein, M.K. (2005). Effects of a school based social-emotional competence program: Linking children’s goals, attributions, and behavior. Applied Developmental Psychology, 26, 171-200.
  • Goh S. C. & Fraser, B. J. (1996). Validation of an elementary school version of the Questionnaire on Teacher Interaction. Psychological Reports, 79, 515–522.
  • Goh, S. C. & Fraser, B. J. (1998). Teacher inter personal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199–229. doi:10.1023/A:1009910017400.
  • Greenberg, M., Domitrovich, C., Weissberg, R., & Durlak, J. (2017). Social and Emotional Learning as a Public Health Approach to Education. The Future of Children, 27(1), 13-32. Retrieved from http://www.jstor.org/stable/44219019
  • Gurtman, M. B. (1992). Construct validity of interpersonal personality measures: the interpersonal circumplex as a nomological net. Journal of Personality and Social Psychology, 63(1), 105-118. doi: 10.1037/0022-3514.63.1.105
  • Gurtman, M. B., & Pincus, A. L. (2000). Interpersonal adjective scales: Confirmation of circumplex structure from multiple perspectives.Personality and Social Psychology Bulletin, 26(3), 374–384. doi: 10.1177/0146167200265009
  • Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper saddle River, New Jersey: Pearson Education International.
  • Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy inter-vention: An experiment in translational developmental research. Child Development, 82(2), 533–554. doi: 10.1111/j.1467-8624.2010.01560.x
  • Kabakçı, Ö. F. & Owen F. K. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği Geliştirme Çalışması. Eğitim ve Bilim. 35(157), 153-166. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/293/162
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom enviroment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14(1), 3-22. doi: 10.1080/09500790008666958
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Kokkinos, C. M., Charalambous, K., & Davazoglou, A. (2009). Interpersonal teacher behaviour inprimary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaireon Teacher Interaction.Learning Environments Research, 12, 101–114. doi: 10.1007/s10984-009-9056-9
  • Koul, R., & Fisher, D. (2005). Cultural background and students’ perceptions of science classroomlearning environment and teacher interpersonal behaviour in Jammu, India.Learning EnvironmentsResearch, 8(2), 195–211. doi: 10.1007/s10984-005-7252-9
  • Kusché, C.A., & Greenberg, M.T. (2001). PATHS in your classroom: Promoting emotional literacy and alleviating emotional distress. In J. Cohen (Ed.), Caring classrooms intelligent schools the social emotional education of young children (pp.140-161). New York: Teacher College Press.
  • Kyriakides, L. (2005). Drawing from teacher effectiveness research and research into teacher interpersonal behaviour to establish a teacher evaluation system: A study on the use of student ratings to evaluate teacher behaviour. Journal of Classroom Interaction, 40, 44–66.
  • Kyriakides, L. (2006). Measuring the learning environment of the classroom and its effect on cognitive and affective outcomes of schooling. In D. Fisher & M. S. Khine (Eds.). Contemporary approaches to research on learning environment: Worldviews (pp. 369– 408). Australia: World Scientific Publishing.
  • Lapointe, J. M., & Legault, F. (1999). Version francophone du Questionnaire for Teacher Interaction encontext que ́be ́cois [French version of the Questionnaire for Teacher Interaction in the Quebeccontext].Mesure et e ́valuation en e ́ducation, 22, 1–20.
  • Lee, S.S., Fraser, B.J., & Fisher, D.L. (2003). Teacher–Student Interactions in Korean High School Science Classrooms. International Journal of Science and Mathematics Education 1(1), 67–85. doi:10.1023/A:1026191226676
  • Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald.
  • Lewin, K. (1936). Principles of topological psychology. McGraw Hill.
  • MacCallum, R.C., Browne, M.W., & Sugawara, H., M. (1996), Power Analysis and Determination of Sample Size for Covariance Structure Modeling, Psychological Methods, 1(2), 130-49.
  • Maulana, R., Opdenakker, M. C., den Brok, P., & Bosker, R. (2011). Teacher-student interpersonal relationship in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), 33-49. doi:10.1080/02188791.2011.544061
  • Mccombs, B.L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J.E. Zins R.P. Weissberg, M.C. Wang, ve H.J. Walberg (Eds.), Building academic success on social and emotional learning what does the research say? (pp.23-29). New York: Teacher College Press.
  • McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Social-emotional learning and academic achievement: using causal methods to explore classroom-level mechanisms. AERA Open. doi: 10.1177/2332858415603959
  • Moos, R. H. (1979). Evaluating Educational Environments Procedures, Measures, Findings and Policy Implications. San Francisco, CA Jossey-Bass.
  • Murray, H.A. (1938) Explorations in personality. New York: Oxford Univer. Press.
  • Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user's guide (Eighth edition ). Los Angeles, CA: Muthén & Muthén
  • Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.
  • Rakıcı, N. (2004). Eight grade students’perceptions of their science learning enviroment and teachers’ interpersonal behaviour. (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Rickards, T., & Fisher, D. (2000, April). A comparison of teacher and student perceptions of classroom interactions: a catalyst for change. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. Retrieved from https://files.eric.ed.gov/fulltext/ED440971.pdf
  • Saydam, G. & Telli, S. (2011). Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği QTI. Bogazici Univesity Journal of Education, 28(2), 23-28.
  • Scott, R. H., & Fisher, D. L. (2004). Development, validation and application of a Malay translation of an elementary version of the Questionnaire on Teacher Interaction. Research in Science Education, 34, 173–194. doi:10.1023/B:RISE.0000033759.09807.50.
  • Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37–48. doi:10.1207/s15327752jpa8401_09
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah: Erlbaum.
  • Şimşeker, M. (2005). Eight grade students’ perceptions of their mathematics teachers’ interpersonal behaviors (Unpublished master thesis). Middle East Technical University, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
  • Telli, S. (2006). Students’ perceptions of their science teachers’ interpersonal behaviour in two countries: Turkey and the Netherlands. (Unpublished Doctoral Dissertation). İzmir Democracy University, İzmir.
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Associations between Teachers’ Interpersonal Behavior and Students’ Socio-Emotional Learning Skills in Social Sciences Classrooms in Turkey

Year 2021, Volume 8, Issue 3, 119 - 132, 03.09.2021
https://doi.org/10.33200/ijcer.942396

Abstract

Associations between students’ socio-emotional learning skills and students’ perceptions about their social sciences teachers’ interpersonal behavior were investigated in this study. A primary level version of the Questionnaire on Teacher Interaction (QTI) was adapted into Turkish in order to gather the data concerning teacher interpersonal behaviors in the Turkish elementary classrooms. This process together with the collection of data concerning students’ socio-emotional learning skills was performed in several state elementary schools with 386 students from Grade 5 and Grade 6. Descriptive statistics, Canonical Correlation Analysis and Confirmatory Factor Analysis (with Mplus) were utilized for the purposes of data analyses. The results revealed that the Turkish version of the QTI for primary schools demonstrated a reasonable fit with the data with some minor deviations. The results also indicated that students’ perceptions about their teachers’ leadership, helpful, uncertain and understanding behaviors were positively but admonishing, dissatisfied and strict behaviors were negatively related to students’ socio-emotional learning skills.

References

  • Basu, A. & Mermillod (2011). Emotional intelligence and social-emotional learning: An overview, Psychology Research, 1(3). 182-185.
  • Berisha Kida, E. & Karaj, T. (2020). Development of an Albanian version of the questionnaire on teacher-student interaction, CEPS Journal, 10 (3), 145-169. doi: 10.26529/cepsj.451
  • Blackburn, R., & Renwick, S. J. (1996). Rating scales for measuring the interpersonal circle in forensic psychiatric patients. Psychological Assessment, 8, 76-84.
  • Collaborative for Academic, Social, and Emotional Learning. (n.d.). Retrieved May 20, 2021, from https://casel.org/
  • Dattalo, P. (2014). A demonstration of canonical correlation analysis with orthogonal rotation to facilitate interpretation. Unpublished manuscript, School of Social Work, Virginia Commonwealth University, Richmond, Virginia. Retrived from https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1001&context=socialwork_pubs
  • den Brok, P. (2001). Teaching and student outcomes: a study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective (Un published doctoral dissertation), Utrecht University, Utrecht.
  • den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students' perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning Environments Research, 9(3), 199–213. doi: 10.1007/s10984-006-9013-9
  • den Brok, P., Fisher, D., Brekelmans, M., Rickards, T., Wubbels,T., Levy, J., & Waldrip, B. (2003, March). Students’ perceptions of secondary science teachers’ interpersonal style in six countries: A study on the cross national validity of the Questionnaire on Teacher Interaction. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA. Retrieved from https://files.eric.ed.gov/fulltext/ED475164.pdf
  • den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15(3-4), 407–442. doi: 10.1080/09243450512331383262 den Brok, P., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes. International Journal of Science Education, 27, 765–779. doi:10.1080/09500690500038488.
  • Elias, M. J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M.,… Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development. Retrieved from https://earlylearningfocus.org/wp-content/uploads/2019/12/promoting-social-and-emotional-learning-1.pdf
  • Fisher, D.L. & Fraser, B.J. (1981). Validity and use of My Class Inventory. Science Education, 65(2), 145-156. doi: 10.1002/sce.3730650206
  • Fisher, D.L., Henderson, D., & Fraser, B.J. (1995). Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25, 125-133. doi: 10.1007/BF02356447
  • Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33. doi:10.1023/A:1009932514731
  • Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. W. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). World Scientific.
  • Fraser, B. J., Aldridge, J. M., & Soerjaningsih, W. (2010). Instructor-student interpersonal interaction and student outcomes at the university level in Indonesia. The Open Education Journal, 3, 21-33. doi: 10.2174/1874920801003010021
  • Fraser, B.J., Anderson, G.J., & Walberg, H.J. (1982). Assessment of learning environments: manual for learning environment inventory (LEI) and my class inventory (MCI) (3rd version), Western Australian Institute of Technology, Perth, Australia.
  • Fraser, B. J., & Fisher, D. L. (1982). Predictive validity of my class inventory. Studies in Educational Evaluation, 8(2), 129–140. doi: 10.1016/0191-491X(82)90004-9
  • Fraser, B. J., & Fisher, D. L. (1983). Use of actual and preferred Classroom Environment Scales in person–environment fit research. Journal of Educational Psychology, 75(2), 303–313. doi: 10.1037/0022-0663.75.2.303
  • Frey, K.S., Nolen, S.B., Van Schoiack Edstrom, L., & Hirschstein, M.K. (2005). Effects of a school based social-emotional competence program: Linking children’s goals, attributions, and behavior. Applied Developmental Psychology, 26, 171-200.
  • Goh S. C. & Fraser, B. J. (1996). Validation of an elementary school version of the Questionnaire on Teacher Interaction. Psychological Reports, 79, 515–522.
  • Goh, S. C. & Fraser, B. J. (1998). Teacher inter personal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199–229. doi:10.1023/A:1009910017400.
  • Greenberg, M., Domitrovich, C., Weissberg, R., & Durlak, J. (2017). Social and Emotional Learning as a Public Health Approach to Education. The Future of Children, 27(1), 13-32. Retrieved from http://www.jstor.org/stable/44219019
  • Gurtman, M. B. (1992). Construct validity of interpersonal personality measures: the interpersonal circumplex as a nomological net. Journal of Personality and Social Psychology, 63(1), 105-118. doi: 10.1037/0022-3514.63.1.105
  • Gurtman, M. B., & Pincus, A. L. (2000). Interpersonal adjective scales: Confirmation of circumplex structure from multiple perspectives.Personality and Social Psychology Bulletin, 26(3), 374–384. doi: 10.1177/0146167200265009
  • Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper saddle River, New Jersey: Pearson Education International.
  • Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy inter-vention: An experiment in translational developmental research. Child Development, 82(2), 533–554. doi: 10.1111/j.1467-8624.2010.01560.x
  • Kabakçı, Ö. F. & Owen F. K. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği Geliştirme Çalışması. Eğitim ve Bilim. 35(157), 153-166. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/293/162
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom enviroment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14(1), 3-22. doi: 10.1080/09500790008666958
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Kokkinos, C. M., Charalambous, K., & Davazoglou, A. (2009). Interpersonal teacher behaviour inprimary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaireon Teacher Interaction.Learning Environments Research, 12, 101–114. doi: 10.1007/s10984-009-9056-9
  • Koul, R., & Fisher, D. (2005). Cultural background and students’ perceptions of science classroomlearning environment and teacher interpersonal behaviour in Jammu, India.Learning EnvironmentsResearch, 8(2), 195–211. doi: 10.1007/s10984-005-7252-9
  • Kusché, C.A., & Greenberg, M.T. (2001). PATHS in your classroom: Promoting emotional literacy and alleviating emotional distress. In J. Cohen (Ed.), Caring classrooms intelligent schools the social emotional education of young children (pp.140-161). New York: Teacher College Press.
  • Kyriakides, L. (2005). Drawing from teacher effectiveness research and research into teacher interpersonal behaviour to establish a teacher evaluation system: A study on the use of student ratings to evaluate teacher behaviour. Journal of Classroom Interaction, 40, 44–66.
  • Kyriakides, L. (2006). Measuring the learning environment of the classroom and its effect on cognitive and affective outcomes of schooling. In D. Fisher & M. S. Khine (Eds.). Contemporary approaches to research on learning environment: Worldviews (pp. 369– 408). Australia: World Scientific Publishing.
  • Lapointe, J. M., & Legault, F. (1999). Version francophone du Questionnaire for Teacher Interaction encontext que ́be ́cois [French version of the Questionnaire for Teacher Interaction in the Quebeccontext].Mesure et e ́valuation en e ́ducation, 22, 1–20.
  • Lee, S.S., Fraser, B.J., & Fisher, D.L. (2003). Teacher–Student Interactions in Korean High School Science Classrooms. International Journal of Science and Mathematics Education 1(1), 67–85. doi:10.1023/A:1026191226676
  • Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald.
  • Lewin, K. (1936). Principles of topological psychology. McGraw Hill.
  • MacCallum, R.C., Browne, M.W., & Sugawara, H., M. (1996), Power Analysis and Determination of Sample Size for Covariance Structure Modeling, Psychological Methods, 1(2), 130-49.
  • Maulana, R., Opdenakker, M. C., den Brok, P., & Bosker, R. (2011). Teacher-student interpersonal relationship in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), 33-49. doi:10.1080/02188791.2011.544061
  • Mccombs, B.L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J.E. Zins R.P. Weissberg, M.C. Wang, ve H.J. Walberg (Eds.), Building academic success on social and emotional learning what does the research say? (pp.23-29). New York: Teacher College Press.
  • McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Social-emotional learning and academic achievement: using causal methods to explore classroom-level mechanisms. AERA Open. doi: 10.1177/2332858415603959
  • Moos, R. H. (1979). Evaluating Educational Environments Procedures, Measures, Findings and Policy Implications. San Francisco, CA Jossey-Bass.
  • Murray, H.A. (1938) Explorations in personality. New York: Oxford Univer. Press.
  • Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user's guide (Eighth edition ). Los Angeles, CA: Muthén & Muthén
  • Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.
  • Rakıcı, N. (2004). Eight grade students’perceptions of their science learning enviroment and teachers’ interpersonal behaviour. (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Rickards, T., & Fisher, D. (2000, April). A comparison of teacher and student perceptions of classroom interactions: a catalyst for change. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. Retrieved from https://files.eric.ed.gov/fulltext/ED440971.pdf
  • Saydam, G. & Telli, S. (2011). Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği QTI. Bogazici Univesity Journal of Education, 28(2), 23-28.
  • Scott, R. H., & Fisher, D. L. (2004). Development, validation and application of a Malay translation of an elementary version of the Questionnaire on Teacher Interaction. Research in Science Education, 34, 173–194. doi:10.1023/B:RISE.0000033759.09807.50.
  • Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37–48. doi:10.1207/s15327752jpa8401_09
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah: Erlbaum.
  • Şimşeker, M. (2005). Eight grade students’ perceptions of their mathematics teachers’ interpersonal behaviors (Unpublished master thesis). Middle East Technical University, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
  • Telli, S. (2006). Students’ perceptions of their science teachers’ interpersonal behaviour in two countries: Turkey and the Netherlands. (Unpublished Doctoral Dissertation). İzmir Democracy University, İzmir.
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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

İdris ŞİMŞEK
0000-0001-7953-8337
Türkiye


Gülçin MUTLU (Primary Author)
IZMIR DEMOCRACY UNIVERSITY
0000-0002-0996-9104
Türkiye

Publication Date September 3, 2021
Published in Issue Year 2021, Volume 8, Issue 3

Cite

APA Şimşek, İ. & Mutlu, G. (2021). Associations between Teachers’ Interpersonal Behavior and Students’ Socio-Emotional Learning Skills in Social Sciences Classrooms in Turkey . International Journal of Contemporary Educational Research , 8 (3) , 119-132 . DOI: 10.33200/ijcer.942396

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868