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Percepcia interakčného štýlu učiteľa a subjektívna pohoda študentov

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Köverová M.
Psychologie a její kontexty
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2015
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vol. 6
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issue 1
33-48
EN
Teacher-student relationship and their mutual interactions are important aspects of teaching process. Research in psychology is mainly focused on determinants and correlates of student perceptions of interpersonal teacher behavior. The present study adopts the interpersonal perspective on teaching to explore effects of student perceptions of interpersonal teacher behavior on their well-being. Model of Interpersonal Teacher Behavior (MITB; Wubbels, Créton, & Hooymayers, 1985) is used to explain teacher-student interaction. 472 high school students (202 male, 270 female; mean age 16,72; SD = 0,999) assessed interpersonal behavior of their Slovak language and mathematics teachers (female, with at least 10 years of teaching experience) and frequency of experiencing positive and negative emotions in both classes. It was hypothesized that student well-being (frequency of experiencing positive and negative emotions) in both classes will be predicted by student perceptions of interpersonal teacher behavior. Participants completed Questionnaire on Teacher Interaction (QTI) and Scales on well-being. QTI allows to map student perceptions of eight types of interpersonal teacher behavior distinguished by MITB (leadership, helpful/friendly, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing, strict). In MITB, each type of interpersonal teacher behavior is defined by influence (dominance-submission) and proximity (cooperation-opposition) as two underlying dimensions. Results indicated that student well-being, i.e. frequency of experiencing both positive (pleasure, joy, happiness) and negative (anger, fear, sadness, shame, blame) emotions was significantly predicted by student perceptions of interpersonal teacher behavior in both Slovak language and mathematics classes. Student well-being in both classes increased when interpersonal teacher behavior was perceived as dominant and cooperative (leadership and helpful/friendly), and decreased when teacher interpersonal behavior was perceived as dominant, yet opposing (strict and admonishing). However, some of the predictors of student well-being slightly differed between subjects. Unlike in mathematics classes, student well-being in Slovak language classes also increased when interpersonal teacher behavior was perceived as more uncertain, less admonishing and less supporting responsibility and freedom of students. On the other hand, when less leadership and more certainty was perceived in interpersonal behavior of mathematics (but not Slovak language) teachers, decrease in student well-being occurred. To conclude, student perceptions of interpersonal behavior of both Slovak language and mathematics teachers predicted student well-being in the classes. Although perceptions on both dimensions of MITB were significant, student perceptions of teacher proximity as predictors of student well-being seemed more important.
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THE EFFECTS OF USING TECHNOLOGY AND THE INTERNET ON SOME IRANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR COMMUNICATION CLASSROOM ENVIRONMENT

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Ebrahimi N. A., Eskandari Z., Rahimi A.
Teaching English with Technology
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2013
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vol. 13
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issue 1
3-19
EN
This study aims to explore the effects of implementing a CALL framework on the students’ perceptions of their communication classroom environments. The What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 34 (F=14 and M=20) Iranian EFL students, the first time after a ten-session-long regular no-tech communication class and the other time after a ten-session-long communication class informed by a CALL framework. The data were analyzed using SPSS and the results showed that there was a significant difference (p<0.05) between the participants’ perceptions of each dimension (i.e, Student cohesiveness, Teacher support, Involvement, Task orientation, Cooperation, and Equity) of their communication classroom before and after introducing the CALL framework. The CALL-informed communication class led to a learning environment that was perceived by students as more efficient and learner-centered. The work uses the concept of learning environment, which is claimed to take into account many different aspects of a learning context and hence comprehensive, to explore practicality of CALL ideas for an EFL classroom.
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Student Perceptions of Science Teacher Communication Behavior in Jordan

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Mahasneh A. M., Musslim F. Y., Shammout N. A.
The New Educational Review
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2016
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vol. 45
210-219
EN
The purpose of this study was to determine student perceptions of science teacher communication behavior in the classroom environment in Jordan. A total of 1,093 participants in the study completed the Teacher Communication Behavior Questionnaire (TCBQ). Results indicated the overall mean of teacher communication behavior to be 3.9 and showed statistically significant differences in gender perceptions on all five scales of the TCBQ. Results also showed statistically significant differences in student perceptions of teacher behavior in biology, physics and mathematics classes on all five scales of the teacher communication behavior.
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