Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance

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dc.authoridFernandez - Garcia, Carmen- Maria/0000-0001-6314-355X
dc.authoridAndre, Stefanie/0000-0002-5343-0667
dc.authoridTelli, Sibel/0000-0002-0763-217X
dc.contributor.authorAndre, Stefanie
dc.contributor.authorMaulana, Ridwan
dc.contributor.authorHelms-Lorenz, Michelle
dc.contributor.authorTelli, Sibel
dc.contributor.authorChun, Seyeoung
dc.contributor.authorFernandez-Garcia, Carmen-Maria
dc.contributor.authorde Jager, Thelma
dc.date.accessioned2025-01-27T20:29:20Z
dc.date.available2025-01-27T20:29:20Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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.
dc.description.sponsorshipNetherlands Initiative for Education Research (NRO) fund [405-15-732]; Dutch Ministry of Education fund [OCWOND/OD8-2013/45916 U]; Korean Research Fund [2017S1A5A2A03067650]; Directorate General of Higher Education fund of Indonesia [12/SP2H/DRPM/LPPM-UNJ/III/2019]
dc.description.sponsorshipThis study was supported by multiple funding bodies including Netherlands Initiative for Education Research (NRO) fund for the project: Differentiation in teaching from the International Perspective (project number: 405-15-732), the Dutch Ministry of Education fund for the project: Induction of Dutch beginning teachers project (project number: OCWOND/OD8-2013/45916 U), the Korean Research Fund for the Study for Improving Teaching Skill by Classroom Observation Analysis (project number: 2017S1A5A2A03067650), and the Directorate General of Higher Education fund of Indonesia (project number: SK No.12/SP2H/DRPM/LPPM-UNJ/III/2019).
dc.identifier.doi10.3389/fpsyg.2020.00273
dc.identifier.issn1664-1078
dc.identifier.pmid32153478
dc.identifier.scopus2-s2.0-85081684674
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2020.00273
dc.identifier.urihttps://hdl.handle.net/20.500.12428/22913
dc.identifier.volume11
dc.identifier.wosWOS:000523659800001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectcross-country comparison
dc.subjectmeasurement invariance
dc.subjectsecondary education
dc.subjectstudent perceptions
dc.subjectteaching behavior
dc.titleStudent Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance
dc.typeArticle

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