http://dx.doi.org/10.1007/s10984-012-9123-5">
 

Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

Teacher interpersonal behaviour and secondary students’ cognitive, affective and moral outcomes in Hong Kong

Language

English

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. © 2013 Springer Science+Business Media Dordrecht.

Keywords

Affective outcomes, Classroom environment, Cognitive outcomes, Hong Kong, Moral outcomes, Teacher interpersonal behaviour

Publication Date

2013

Source Publication Title

Learning Environments Research

Volume

16

Issue

1

Start Page

23

End Page

36

Publisher

Springer Verlag

ISSN (print)

13871579

ISSN (electronic)

15731855

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