Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction

By P. D. den Brok, Mieke Brekelmans, T. Wubbels. 2006

162 citations recorded by the source corpus.

Subfields: Education, Health, Toxicology and Mutagenesis

View Paper: https://www.semanticscholar.org/paper/177c72ba32b27f86e378eaa409cc318d4d832cad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ulrich Trautwein
2. Jacquelynne S. Eccles
3. Richard Göllner
4. Jason T. Downer
5. J. V. Uden
6. Jules M. Pieters
7. Megan W. Stuhlman
8. Wolfgang Wagner

In Health, Toxicology and Mutagenesis

1. J. V. Uden
2. Jules M. Pieters
3. Henk Ritzen

Citations in the corpus

• Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “Those studies have shown a relation between higher scores on both dimensions and cognitive and affective learning outcomes (e.g. den Brok et al., 2004, 2006; van Petegem et al., 2008; Wubbels et al., 2006).”
• Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “For example, survey items may ask students to consider teacher behavior that is directed toward the class as a whole or toward the individual student responder (den Brok et al., 2006).”
• Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “To reflect the position of an item within the circumplex model weights are applied to the items (i.e., theoretical factor loadings; for a comprehensive discussion of the model used here please refer to den Brok et al., 2006).”
• Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, unknown): “The range of scores is 0–0.5 (moderately positive), 0.5–1 (positive), and 4 1 (very positive) (see Den Brok et al., 2006).”
• Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “The idea that both of these factors impact students’ perceptions is a highly important contribution to the discussion of the validity of students’ teaching quality perceptions (e.g., Den Brok et al., 2006; Fraser, 1991).”