Revisión sistemática sobre el Model for Interpersonal Teacher Behavior
DOI:
https://doi.org/10.21703/0718-5162.v22.n48.2023.011Resumen
El MITB ha mostrado como algunos comportamientos docentes favorecen el aprendizaje y el clima de trabajo en el contexto europeo. Sin embargo, se requiere concluir respecto de sus características y principales resultados. El objetivo del trabajo fue caracterizar la investigación disponible en las principales bases de datos científicas y explorar la relación del modelo con resultados académicos de los estudiantes. Se realizó una revisión sistemática siguiendo los protocolos sugeridos por la literatura que contempló 62 artículos en el período entre 2008 y 2020. Los resultados mostraron que la investigación sobre el MITB se concentró en Europa, con estudios cuantitativos realizados con estudiantes de nivel secundario y utilizando el QTI como instrumento. Además, se observaron resultados heterogéneos sobre la relación entre los comportamientos docentes y el rendimiento de los estudiantes. Esto revela potenciales líneas de investigación y aspectos sobre los que se requiere dilucidar con más claridad.
Descargas
Citas
Ahmadi, M., y Doosti, M. (2017). A culturally-adaptive Iranian version of the Questionnaire on Teacher Interaction to investigate English teachers’ interpersonal behaviour. Learning Environments Research, 20(2), 199–219. https://doi.org/10.1007/s10984-017-9226-0
Allen, M., Witt, P. L., y Wheeless, L. R. (2006). The role of teacher immediacy as a motivational factor in student learning: Using meta-analysis to test a causal model. Communication Education, 55(1), 21–31. https://doi.org/10.1080/03634520500343368
Ato, M., López, J. J., y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511
Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are Effective : A Meta-Analysis. American Educational Research Association, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Den Brok, P, Brekelmans, M., y Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15(3–4), 407–442. https://doi.org/10.1080/09243450512331383262
Den Brok, Perry., Van Tartwijk, J., Wubbels, T., y Veldman, I. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199–221. https://doi.org/10.1348/000709909X465632
Donker, M. Van Vemde L., Hessen D., Van Gog T. y Mainhard T (2021). Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions. Learning and Instruction, 73, 101414. https://doi.org/10.1016/j.learninstruc.2020.101414.
Fisher, D., Den Brok, P., Waldrip, B., y Dorman, J. (2011). Interpersonal behaviour styles of primary education teachers during science lessons. Learning Environments Research, 14(3), 187–204. https://doi.org/10.1007/s10984-011-9093-z
Fix, M., Ritzen, H., y Van Uden, J. (2014). Motivating and engaging students at risk : a non-school approach. In Instructional strategies & Learning environments.
Freeman, T. M., Anderman, L. H., y Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75(3), 203–220. https://doi.org/10.3200/JEXE.75.3.203-220
García, F. J., Ferrá, P., Monjas, M. I., y Marande, G. (2014). Teacher-students relationships in first and second grade classrooms. adaptation of the questionnaire on teacher interaction-early primary (QTI-EP). Revista de Psicodidactica, 19(1), 211–231. https://doi.org/10.1387/RevPsicodidact.9081
Ghafarpour, H., y Moinzadeh, A. (2021). Interpersonal Behavior: More vs. Less Favorable Teachers. Journal of English Language Teaching and Learning, 13(28), 79-94. https://doi.org/10.22034/ELT.2021.47250.2417
Gob, S. C., y Fraser, B. J. (2000). Teacher interpersonal behavior and elementary students’ outcomes. Journal of Research in Childhood Education, 14(2), 216–231. https://doi.org/10.1080/02568540009594765
Henderson, D. G., y Fisher, D. L. (2008). Interpersonal behaviour and student outcomes in vocational education classes. Learning Environments Research, 11, 19–29. https://doi.org/10.1007/s10984-007-9034-z
Hopman, J., Tick, N., Van der Ende, J., Wubbels, T., Verhulst, F., Maras, A., y Van Lier, P. (2019). Developmental Links Between Externalizing Behavior and Student – Teacher Interactions in Male Adolescents With Psychiatric Disabilities. School Psychology Review, 48(1), 68–80. https://doi.org/10.17105/SPR-2017-0144.V48-1
Hu, L., Bentler, P. M., y Hu, L. (1999). Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Kokkinos, C. M., Charalambous, K., y Davazoglou, A. (2009). Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction. Learning Environments Research, 12, 101–114. https://doi.org/10.1007/s10984-009-9056-9
Kokkinos, C. M., Charalambous, K., y Davazoglou, A. (2010). Primary school teacher interpersonal behavior through the lens of students’ Eysenckian personality traits. Social Psychology of Education, 13, 331–349. https://doi.org/10.1007/s11218-009-9111-5
Korthagen, F. A. J., y Evelein, F. G. (2016). Relations between student teachers’ basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60, 234–244. https://doi.org/10.1016/j.tate.2016.08.021
Lèvy, J. y Varela J., (2006). Modelización con estructuras de covarianzas en Ciencias Sociales. Netbiblo. España
Mainhard, T., van der Rijst, R., van Tartwijk, J., y Wubbels, T. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58(3), 359–373. https://doi.org/10.1007/s10734-009-9199-8
Mainhard, T., Wubbels, T., y Brekelmans, M. (2014). The role of the degree of acquaintance with teachers on students’ interpersonal perceptions of their teacher. Social Psychology of Education, 17(1), 127–140. https://doi.org/10.1007/s11218-013-9234-6
Maluenda Albornoz, Jorge, Flores-Oyarzo, Gabriela, Varas Contreras, Marcela, & Díaz Mujica, Alejandro. (2020). Comportamientos interpersonales del docente asociados al compromiso académico de estudiantes de primer año de Ingeniería. Revista de estudios y experiencias en educación, 19(39), 145-161. https://dx.doi.org/10.21703/rexe.20201939maluenda8
Maulana, R., Opdenakker, M. C. J. L., den Brok, P., y Bosker, R. J. (2012). Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions. Learning Environments Research, 15(2), 251–271. https://doi.org/10.1007/s10984-012-9113-7
Mena, E. (2013). La relación interpersonal docente-estudiante en la educación superior. Un estudio sobre los mejores docentes por rama de conocimiento en la Universidad de Málaga. Universidad de Málaga. http://hdl.handle.net/10630/5487
Mena, E., y Tójar, J. C. (2009). La relación interpersonal docente-estudiante en la educación superior. Adaptación del QTI y resultados por ramas de conocimiento. In XI Congreo de Metodología de las Ciencias Sociales y de la Salud. (pp. 441–446). Departamento de Psicobiología y Metodología de las Ciencias del Compartamiento. Universidad de Málaga.
Moher, D., Shamseer, L., Clarcke, M., Ghersi, D., Liberati, A., Petticrew, M., y Group, P.-P. (2015). Healthier Life Steps; Action plan for quitting smoking, action plan, quitting smoking , SMOKING, SMOKING CESSATION. Systematic Reviews, 4(1), 1–9. https://doi.org/10.1186/2046-4053-4-1
Pace, J. L., y Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 4–27. https://doi.org/10.3102/003465430298489
Passini, S., Molinari, L., y Speltini, G. (2015). A validation of the Questionnaire on Teacher Interaction in Italian secondary school students: the effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18(3), 547–559. https://doi.org/10.1007/s11218-015-9300-3
Pat-El, R., Tillema, H., y Van Koppen, S. W. M. (2012). Effects of formative feedback on intrinsic motivation: Examining ethnic differences. Learning and Individual Differences, 22, 449–454. https://doi.org/10.1016/j.lindif.2012.04.001
Pennings, H. J. M., van Tartwijk, J., Wubbels, T., Claessens, L. C. A., van der Want, A. C., y Brekelmans, M. (2014). Real-time teacher-student interactions: A Dynamic Systems approach. Teaching and Teacher Education, 37, 183–193. https://doi.org/10.1016/j.tate.2013.07.016
Pianta, R. C. (2016). Teacher-student interactions: Measurement, impacts, improvement, and policy. Policy insights from the behavioral and brain sciences, 3(1), 98-105.
Sivan, A., y Chan, D. W. K. (2013). Teacher interpersonal behaviour and secondary students’ cognitive, affective and moral outcomes in Hong Kong. Learning Environments Research, 16, 23–36. https://doi.org/10.1007/s10984-012-9123-5
Sivan, A., Cohen, A., Chan, D. W. K., y Kwan, Y. W. (2017). The circumplex model of the Questionnaire on Teacher Interaction among Hong Kong students: a multidimensional scaling solution. Learning Environments Research, 20(2), 189–198. https://doi.org/10.1007/s10984-017-9230-4
Sun, X., Mainhard, T., y Wubbels, T. (2017). Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI). Learning Environments Research, 21, 1–17. https://doi.org/10.1007/s10984-017-9243-z
Telli, S., Den Brok, P., y Cakiroglu, J. (2007). Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher Interaction. Learning Environments Research, 10(2), 115–129. https://doi.org/10.1007/s10984-007-9023-2
Telli, S., Den Brok, P., y Cakiroglu, J. (2010). The importance of teacher – student interpersonal relationships for Turkish student’s attitudes towards science. Research in Science & Techonological Education, 28(3), 261–276. https://doi.org/10.1080/02635143.2010.501750
Ten Brinke, J. S., Westhof, G. J., y Wubbels, T. (2001). Teaching and student outcomes. A study on teacher’s thoughts and actions from an interpersonal and a learning activities perspective. (Petrus den Brok, Ed.). Utrecht: W.C.C Utrecht.
Tyler, K. M., Stevens-Morgan, R., y Brown-Wright, L. (2016). Home-School Dissonance and Student-Teacher Interaction as Predictors of School Attachment among Urban Middle Level Students. RMLE Online, 39(7), 1–22. https://doi.org/10.1080/19404476.2016.1226101
Van Petegem, K., Aelterman, A., Van Keer, H., y Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85(2), 279–291. https://doi.org/10.1007/s11205-007-9093-7
Van Uden, J., Ritzen, H., y Pieters, J. (2013). I think i can engage my students. Teachers’ perceptions of student engagement and their beliefs about being a teacher. Teaching and Teacher Education, 32, 43–54. https://doi.org/10.1016/j.tate.2013.01.004
Van Uden, J., Ritzen, H., y Pieters, J. (2014). Engaging students : The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21–32. https://doi.org/10.1016/j.tate.2013.08.005
Wang, J., Hu, S., y Wang, L. (2018). Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students. Plos One, 13(8),1-16. https://doi.org/10.1371/journal.pone.0201442
Wei, M., Den Brok, P., y Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12(3), 157–174. https://doi.org/10.1007/s10984-009-9059-6
Wubbels, T., Brekelmans, M., Den Brok, P., y Van Tartwijk, J. (2006). An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. (C. Evertson & C. S. Weinstein, Ed.), Handbook for classroom management: Research, practice, and contemporary issue. Mahwah: Lawrence Erlbaum. https://doi.org/10.4324/9780203874783.ch45
Yu, T., y Chen, C. (2012). Thinking styles and preferred teacher interpersonal behavior among Hong Kong students. Learning and Individual Differences, 22(4), 554–559. https://doi.org/10.1016/j.lindif.2012.02.002