TY - JOUR
T1 - Observational, student, and teacher perspectives on interpersonal teacher behavior
T2 - Shared and unique associations with teacher and student emotions
AU - Donker, Monika H.
AU - van Vemde, Lian
AU - Hessen, David J.
AU - van Gog, Tamara
AU - Mainhard, Tim
PY - 2021/6/1
Y1 - 2021/6/1
N2 - Teachers’ interpersonal behavior in class is important for teacher and student emotions. Often the same rater (either teacher or students) is used to assess both perceptions of teacher behavior and emotions, which makes it vulnerable to common-method bias. Including other perspectives on teacher behavior has been proposed as a solution, but it is unclear to what extent different perspectives are correlated and how to separate their shared and unique variance in explaining emotions. Behavior of 80 teachers was rated from three perspectives (observers, students, and teachers) in terms of Agency (i.e., social influence) and Communion (i.e., friendliness). The three perspectives overlapped more strongly for teacher agency than for communion. Especially for students, teacher communion was a stronger predictor of emotions than agency. Our innovative statistical approach showed that the strong association between ratings of teacher behavior and emotions of the same rater are unlikely to result from common-method bias only.
AB - Teachers’ interpersonal behavior in class is important for teacher and student emotions. Often the same rater (either teacher or students) is used to assess both perceptions of teacher behavior and emotions, which makes it vulnerable to common-method bias. Including other perspectives on teacher behavior has been proposed as a solution, but it is unclear to what extent different perspectives are correlated and how to separate their shared and unique variance in explaining emotions. Behavior of 80 teachers was rated from three perspectives (observers, students, and teachers) in terms of Agency (i.e., social influence) and Communion (i.e., friendliness). The three perspectives overlapped more strongly for teacher agency than for communion. Especially for students, teacher communion was a stronger predictor of emotions than agency. Our innovative statistical approach showed that the strong association between ratings of teacher behavior and emotions of the same rater are unlikely to result from common-method bias only.
KW - Emotions
KW - External observation
KW - Student ratings
KW - Teacher behavior
KW - Teacher self-report
UR - http://www.scopus.com/inward/record.url?scp=85097216986&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2020.101414
DO - 10.1016/j.learninstruc.2020.101414
M3 - Article
AN - SCOPUS:85097216986
SN - 0959-4752
VL - 73
SP - 1
EP - 14
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101414
ER -