根据以下摘要，用英文写出该研究对我的启示，摘要如下：Interpersonal teacher behaviour refers to the teacher–student interactions in the classroom. One way to measure these interactions is through the Questionnaire on Teacher Interaction (QTI), which is based on the Model for Interpersonal Teacher Behaviour (MITB). This study examined the structure of the Chinese version of the QTI (C-QTI) among a convenience sample of 612 secondary-school students in Hong Kong, using Smallest Space Analysis (SSA) to cross-validate a previous study of primary students utilizing the same approach. Results indicated that the C-QTI fits the MITB circumplex structure in terms of the scale order in a circular structure. The SSA map yielded six sectors: leadership-understanding, helpful/friendly, student responsibility/freedom, uncertain, dissatisfied-admonishing and strict. The two merged sectors demonstrate students’ inability to distinguish between their distinct behaviours. Eight items appeared in a sector different from their original MITB location, which could be attributed to the meanings attached to the different behaviours in the Chinese cultural context of Hong Kong or to the items’ lack of clarity. Comparison of secondary and primary students indicated similarities in scale and item location. However, secondary students were better able to distinguish between the different behaviours, reflecting the possible effect of their developmental level. The study highlights the need to construct contextually-relevant items and examine their existence and clarity as reflected by students’ perceptions. It also suggests the utility of SSA as a useful approach to study interpersonal teacher behaviour and facilitate the QTI adaptation process.
理解问题根据以下摘要，用英文写出该研究对我的启示，摘要如下：Interpersonal teacher behaviour refers to the teacher–student interactions in the classroom. One way to measure these interactions is through the Questionnaire on Teacher Interaction (QTI), which is based on the Model for Interpersonal Teacher Behaviour (MITB). This study examined the structure of the Chinese version of the QTI (C-QTI) among a convenience sample of 612 secondary-school students in Hong Kong, using Smallest Space Analysis (SSA) to cross-validate a previous study of primary students utilizing the same approach. Results indicated that the C-QTI fits the MITB circumplex structure in terms of the scale order in a circular structure. The SSA map yielded six sectors: leadership-understanding, helpful/friendly, student responsibility/freedom, uncertain, dissatisfied-admonishing and strict. The two merged sectors demonstrate students’ inability to distinguish between their distinct behaviours. Eight items appeared in a sector different from their original MITB location, which could be attributed to the meanings attached to the different behaviours in the Chinese cultural context of Hong Kong or to the items’ lack of clarity. Comparison of secondary and primary students indicated similarities in scale and item location. However, secondary students were better able to distinguish between the different behaviours, reflecting the possible effect of their developmental level. The study highlights the need to construct contextually-relevant items and examine their existence and clarity as reflected by students’ perceptions. It also suggests the utility of SSA as a useful approach to study interpersonal teacher behaviour and facilitate the QTI adaptation process.
已完成理解「根据以下摘要，用英文写出该研究对我的启示，摘要如下：Interpersonal teacher behaviour refers to the teacher–student interactions in the classroom. One way to measure these interactions is through the Questionnaire on Teacher Interaction (QTI), which is based on the Model for Interpersonal Teacher Behaviour (MITB). This study examined the structure of the Chinese version of the QTI (C-QTI) among a convenience sample of 612 secondary-school students in Hong Kong, using Smallest Space Analysis (SSA) to cross-validate a previous study of primary students utilizing the same approach. Results indicated that the C-QTI fits the MITB circumplex structure in terms of the scale order in a circular structure. The SSA map yielded six sectors: leadership-understanding, helpful/friendly, student responsibility/freedom, uncertain, dissatisfied-admonishing and strict. The two merged sectors demonstrate students’ inability to distinguish between their distinct behaviours. Eight items appeared in a sector different from their original MITB location, which could be attributed to the meanings attached to the different behaviours in the Chinese cultural context of Hong Kong or to the items’ lack of clarity. Comparison of secondary and primary students indicated similarities in scale and item location. However, secondary students were better able to distinguish between the different behaviours, reflecting the possible effect of their developmental level. The study highlights the need to construct contextually-relevant items and examine their existence and clarity as reflected by students’ perceptions. It also suggests the utility of SSA as a useful approach to study interpersonal teacher behaviour and facilitate the QTI adaptation process.」
展开阅读网页
The study on interpersonal teacher behaviour using the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) has provided valuable insights into the dynamics of teacher-student interactions within the classroom setting. The research underscores the importance of understanding these interactions through a culturally relevant lens, as evidenced by the differences in item placement between the original Model for Interpersonal Teacher Behaviour (MITB) and the C-QTI.
The use of Smallest Space Analysis (SSA) to cross-validate the structure of the C-QTI against a previous study of primary students is particularly enlightening. It demonstrates the utility of SSA as a method to study interpersonal teacher behaviour and to facilitate the adaptation of the QTI for different cultural contexts. The results revealed six distinct sectors, which correspond to various aspects of teacher-student interactions, such as leadership-understanding, helpful/friendly, student responsibility/freedom, uncertain, dissatisfied-admonishing, and strict.
The finding that secondary students were better able to distinguish between different teacher behaviours than primary students suggests that developmental level plays a role in perception. This highlights the need for age-appropriate measures when assessing teacher-student interactions.
Moreover, the study points out the necessity of constructing contextually-relevant items and examining their clarity as perceived by students. The differences in item placement could be due to the cultural context of Hong Kong or the lack of clarity in the items themselves. This underscores the importance of cultural sensitivity in the development and adaptation of assessment tools.
In conclusion, this research启示了我在进行跨文化研究时，必须考虑到文化背景对研究结果的影响。同时，它也强调了在设计问卷和量表时，需要确保条目的清晰度和相关性，以确保数据的有效性和可靠性。此外，使用适当的统计方法，如SSA，可以帮助我们更好地理解数据结构，从而为教育实践提供更有针对性的建议。
The study on the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) among secondary-school students in Hong Kong provides valuable insights into the dynamics of teacher-student interactions and the cultural nuances that may affect the interpretation of these interactions.1
Research Significance
Cultural Context Influence: The study underscores the importance of considering the cultural context when interpreting teacher-student interactions. The differences in item placement between the C-QTI and the original MITB model may be due to the unique cultural interpretations of certain behaviors within the Chinese educational context in Hong Kong.5
Adaptation of Assessment Tools: The research highlights the necessity of adapting assessment tools like the QTI to different cultural settings. The C-QTI's structure, while generally fitting the MITB circumplex, shows variations that could be attributed to cultural differences or item clarity, emphasizing the need for contextually-relevant items.1
Methodological Implications
Use of SSA: The application of Smallest Space Analysis (SSA) in this study offers a robust method for cross-validating the structure of the C-QTI. This approach could be beneficial in other cross-cultural adaptations of psychological instruments, providing a visual representation of the data that aids in understanding the structural relationships.1
Item Clarity and Perception: The study points out the importance of examining the clarity of items in assessment tools. The variation in sector placement for some items suggests that the meanings attached to certain teacher behaviors may be less clear to students, indicating a need for clearer item wording or additional context.1
Developmental Considerations
Differences in Perception Between Age Groups: The comparison between secondary and primary students' perceptions of teacher behaviors reveals that older students are better at distinguishing between different behaviors. This could be due to their higher developmental level, suggesting that the age and maturity of students should be considered when interpreting such data.1
Implications for Educational Practices: The findings suggest that educational practices and teacher training programs should be aware of the cultural and developmental factors that influence teacher-student interactions. This awareness can help in creating more effective and culturally sensitive educational environments.5