Abstract
This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students' perceptions of their teachers' interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes.
| Original language | English |
|---|---|
| Pages (from-to) | 23-36 |
| Number of pages | 14 |
| Journal | Learning Environments Research |
| Volume | 16 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Apr 2013 |
Scopus Subject Areas
- Education
- Communication
- Developmental and Educational Psychology
User-Defined Keywords
- Affective outcomes
- Classroom environment
- Cognitive outcomes
- Hong Kong
- Moral outcomes
- Teacher interpersonal behaviour