ABSTRACT
The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.
ABSTRACT
The purpose of this study was to examine student perceptions of teaching behavior. Additionally the aim was to examine if teacher characteristics (educational level, gender, and teaching experience) could explain differences in student perceptions of their teachers. Teaching behavior was studied from the research on teaching and teacher effectiveness perspective. Secondary students (N = 7,114), taught by 410 teachers in Spain, participated in the study. Survey data were analyzed using non-parametric tests, Kruskal-Wallis, U Mann-Whitney with Bonferroni correction, and the analysis of effect sizes. Furthermore, a regression model was applied. Results showed that teaching behavior was perceived as sufficient to good, depending on the teaching behavior domain. Results indicated interesting differences between lower secondary education, upper secondary education and vocational education and training teachers. The effect size values (r U statistic) ranged between 0.43 and 0.63, highlighting the significant effect of teachers' teaching experience on the six teaching skills domains: learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching learning strategies. Those teachers with less teaching experience were the ones who showed higher scores. Findings from the regression model showed that educational level had a significant predictive effect on the six teaching skills domains, mainly for male teachers. However, in several domains female teachers were perceived by students to outperform their male counterparts.
ABSTRACT
BACKGROUND: The Parent PARQ/Control (short version) for mothers and fathers is an inventory of 29 items where parents record their acceptance-rejection and control behaviors towards their children. Despite vast research on IPARQTheory, it has yet to be vali-dated for a Spanish population. The goal of this study is to analyze the psychometric properties of the instrument and its factorial structure. METHOD: Participants were 4,168 parents from the Principality of Asturias (2,166 mothers and 2,002 fathers). Mean age for mothers was 39.50 years and 41.90 years for fathers. Following preliminary studies, we carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for mothers and for fathers separately. RESULTS: Analysis of mothers' responses reveal an instrument comprising 15 items with a three factor-structure: warmth/affection, hostility/aggression and control. For fathers, the structure of the inventory gave a 23 item instrument with four factors: warmth/affection, hostility/aggression, indifference/neglect and control. CONCLUSIONS: Overall, these results show that warmth/affection and control are the main dimensions in parental educational styles, and as hypothesized, mothers and fathers have different educational styles
ANTECEDENTES: el Parent PARQ/Control (versión corta, madre y padre) es un inventario de 29 ítems en el cual los progenitores reflejan las conductas de aceptación-rechazo y control que ejercen hacia los hijos e hijas. A pesar de la investigación existente en relación a la IPARQTheory, este instrumento no ha sido validado en población española. El objetivo de este estudio fue analizar las propiedades psicométricas y la estructura factorial del instrumento. MÉTODO: los participantes fueron 4.168 padres y madres del Principado de Asturias (2.166 madres y 2.002 padres) con una edad media en las madres de 39,50 y en los padres de 41,90. Siguiendo los estudios previos, se realizó un análisis factorial exploratorio y análisis factorial confirmatorio, para las madres y para los padres. RESULTADOS: en relación a la versión de la madre, se obtuvo una estructura factorial de tres factores (15 ítems): afecto, hostilidad y control. En la versión de los padres, el instrumento (23 ítems) con una estructura factorial de cuatro dimensiones: afecto, hostilidad, indiferencia y control. CONCLUSIONES: los resultados muestran que las dimensiones de afectividad y control son las principales, y que las madres y padres presentan estructuras diferentes en los estilos de educación parental
Subject(s)
Humans , Adult , Parenting/psychology , Child Rearing/psychology , Affect , Education, Nonprofessional/trends , Family Relations/psychology , Father-Child Relations , Mother-Child RelationsABSTRACT
BACKGROUND: The Parent PARQ/Control (short version) for mothers and fathers is an inventory of 29 items where parents record their acceptance-rejection and control behaviors towards their children. Despite vast research on IPARQTheory, it has yet to be vali-dated for a Spanish population. The goal of this study is to analyze the psychometric properties of the instrument and its factorial structure. METHOD: Participants were 4,168 parents from the Principality of Asturias (2,166 mothers and 2,002 fathers). Mean age for mothers was 39.50 years and 41.90 years for fathers. Following preliminary studies, we carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for mothers and for fathers separately. RESULTS: Analysis of mothers’ responses reveal an instrument comprising 15 items with a three factor-structure: warmth/affection, hostility/aggression and control. For fathers, the structure of the inventory gave a 23 item instrument with four factors: warmth/affection, hostility/aggression, indifference/neglect and control. CONCLUSIONS: Overall, these results show that warmth/affection and control are the main dimensions in parental educational styles, and as hypothesized, mothers and fathers have different educational styles.
Subject(s)
Education, Nonprofessional , Parenting , Adult , Female , Humans , Male , Self ReportABSTRACT
Los estilos educativos paternos constituyen uno de los elementos claves de la socialización familiar. El objetivo de estas páginas es mostrar los resultados de una investigación llevada a cabo en el Principado de Asturias con 2.965 familias que tienen niños de Educación Infantil y Primaria (5-8 años). Dicho estudio trata de analizar, entre otros aspectos, las tendencias de comportamiento paternas en la educación de los hijos/as. El análisis de los resultados obtenidos nos permite: 1) determinar cuál son las tendencias actitudinales y comportamentales que prefieren y utilizan, habitualmente, los padres/madres para la crianza y educación de sus hijos; 2) determinar el número de personas que tienen un estilo educativo definido y delimitar las características socioeducativas que estos padres representan. Finalmente, se plantea la necesidad de cambiar algunos comportamientos parentales e insistir en los programas de educación familiar, a fin de promover modelos de prácticas educativas y modificar o mejorar prácticas existentes (AU)
Parental educational styles constitute one of the key elements of family socialization. The aim of the present essay is to present the results of a research project carried out in the Principality of Asturias (Spain) among 2,965 families with children of infant and primary-school age (5-8 years old). This research attempts to analyse, among other aspects, parental behaviour tendencies in child upbringing. The analysis of the results obtained allows us to: 1) identify the most common attitudinal and behavioural tendencies of parents in the upbringing of their children; 2) determine how many people have a well defined parental style, and delimit their socio-educational characteristics. Lastly, we consider the need to change some parental behaviour patterns and stress the importance of family education programmes, with the aim of promoting appropriate parenting models and modifying or improving current practices(AU)
Subject(s)
Humans , Child Rearing/trends , Education, Nonprofessional/trends , Needs Assessment/trends , Family Relations , Models, EducationalABSTRACT
Parental educational styles constitute one of the key elements of family socialization. The aim of the present essay is to present the results of a research project carried out in the Principality of Asturias (Spain) among 2,965 families with children of infant and primary-school age (5-8 years old). This research attempts to analyse, among other aspects, parental behaviour tendencies in child upbringing. The analysis of the results obtained allows us to: 1) identify the most common attitudinal and behavioural tendencies of parents in the upbringing of their children; 2) determine how many people have a well defined parental style, and delimit their socio-educational characteristics. Lastly, we consider the need to change some parental behaviour patterns and stress the importance of family education programmes, with the aim of promoting appropriate parenting models and modifying or improving current practices.
Subject(s)
Parenting , Adult , Child , Child, Preschool , Family/psychology , Female , Humans , Male , Parent-Child RelationsABSTRACT
Se analiza la naturaleza y la frecuencia de la simulación de síntomas clínicos, y se describen algunos instrumentos de medida generales,que han sido utilizados para determinar la validez de los síntomas, así como pruebas específicas para tomar decisiones respecto a laexistencia de simulación en el ámbito clínico. En particular, se presentan algunos criterios de utilidad para evaluar la existencia de simulaciónde un trastorno de estrés post-traumático, de un síndrome orgánico cerebral, de amnesia y de un trastorno psicótico
The purpose of this article is to analyze the nature and incidence of malingering, to describe several general measures used to determinesymptom validity, as well as some instruments specifically created to assess deception or malingering in clinical settings. Particularly,some useful criteria in detecting the faking of post-traumatic stress disorder, organic brain syndromes, amnesia, and psychoticdisorders, are discussed
Subject(s)
Humans , Malingering/psychology , Mental Disorders/psychology , Factitious Disorders/psychology , Stress Disorders, Post-Traumatic/psychology , Neurocognitive Disorders/psychology , Amnesia/psychology , Psychotic Disorders/psychologyABSTRACT
This study falls within research on schizotaxia, or neurocognitive risk markers of schizophrenia spectrum disorders, and its usefulness for early prevention strategies. Two samples of 60 adults and 65 children and adolescents, with some genetic or psychosocial high-risk individuals among them, were examined to compare the relationship between schizotypy dimensions and risk factors, and neurocognitive performance. One of the most practical aspects of this study was the proposal of a combined and straightforward measure of liability to schizophrenia spectrum disorders, in contrast to the current high availability of neurocognitive markers. For that purpose, several psychometric analyses were made exploring schizotypy dimensions, as well as 16 measures of cortical functions (executive, attentional, working memory and general cognitive functioning tasks) in adults and 20 measures in adolescents. In keeping with previous research, our results hypothetically indicate that the most accurate measure of schizotaxia combines negative traits of schizotypy, in the range of percentile 90 or higher in the Introvertive Anhedonia subscale of the O-LIFE or percentile 85 or higher in the Negative Schizotypy subscale of the MSTQ and, on the other hand, a score of 5 or higher in a combined neurocognitive deficit scale in adults and 6 or higher in adolescents (the number of measures exceeding the threshold of deficit of the distribution scores). Moreover, some other independent measures of clinical and social function, and follow-up studies, are necessary to confirm the predictive validity of this measure of schizotaxia (AU)
El trabajo se inserta en las investigaciones sobre esquizotaxia o los marcadores neurocognitivos de riesgo para los trastornos del espectro esquizofrénico y su utilidad para la prevención temprana. Se valoraron dos muestras de 60 adultos y 65 adolescentes, entre quienes se encuentran sujetos de alto riesgo genético y psicosocial, con el fin de comparar la relación existente entre las dimensiones de esquizotipia y los factores de riesgo, y el rendimiento neurocognitivo. Un aspecto práctico de este estudio es la propuesta de una medida sencilla y combinada de predisposición a los trastornos del espectro esquizofrénico, en vez de manejar el alto número de marcadores neurocognitivos de los que actualmente se dispone. Con este propósito, se llevaron a cabo diversos análisis psicométricos para explorar las dimensiones de esquizotipia, y se obtuvieron 16 medidas de funciones corticales (tareas ejecutivas, atencionales, de memoria operativa y de funcionamiento cognitivo general) en adultos y 20 medidas en adolescentes. En consonancia con investigaciones anteriores, nuestros resultados hipotéticamente indican que la medida más precisa de esquizotaxia puede incluir la combinación, por un lado, de rasgos negativos de esquizotipia, con una puntuación equivalente al percentil 90 o superior en la subescala de Anhedonia Introvertida del OLIFE o al percentil 85 o superior en la subescala de Esquizotipia Negativa del MSTQ y, por el otro, una puntuación igual o superior a 5 en una escala combinada de déficit neurocognitivo en adultos, e igual o superior a 6 en adolescentes (es decir, el número de medidas que superan el umbral de déficit de la distribución de puntuaciones). No obstante, se considera necesario confirmar la validez predictive de esta medida de esquizotaxia con otras medidas independientes y longitudinales del funcionamiento clínico y social (AU)
