<b>Portuguese Version of Teacher Feedback Scale: A Preliminary Study</b>

Laranjeira, Márcia; Teixeira, Maria Odília

doi:10.1590/1982-4327e2802

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Psychological Evaluation • Paidéia (Ribeirão Preto) 28 • 2018 • https://doi.org/10.1590/1982-4327e2802 copy

Portuguese Version of Teacher Feedback Scale: A Preliminary Study ¹ 1 This paper is part of the master dissertation of the first author, under the advice of the second author, defended in the Graduate Program in Psychology at the University of Lisbon.

Versão Portuguesa da Escala de Feedback do Professor: Um Estudo Preliminar

Versión Portuguesa de la Escala de Feedback del Profesor: Un Estudio Preliminar

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Teacher feedback in the classroom has a powerful influence on pupils’ performance and motivation. The study aims to analyze psychometric properties of the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 228 children in the 4th grade of schooling. Exploratory factor analysis shows similarities with the original version, and the differences observed were based on the children’s cognitive development characteristics and cultural specificities of the two samples. The relationship between teacher feedback and students’ motivational variables was confirmed, such as the preference that the children expressed for the school subjects. The possibility to make some changes in the items is contemplated, in order to increase validity and reliability of the measure. The data highlight the potential of using the TFS in schools, which could contribute towards clarifying the teachers’ role in the formation of pupils’ self-concept.

Keywords:
persuasion; teacher-student interaction; test validity; test reliability; self-concept

Items	I	II	III	IV	V	VI
1 - Keep up the good work.				0.47
2 - Come on, you can do better.			0.65
3 - That’s really good work.				0.73
4 - Do that again, please.			0.43
5 - Lovely work.				0.64
6 - That’s very untidy work.					0.82
7 - Well done!				0.71
8 - That was a silly thing to do.					0.77
9 - Excellent work, well done.				0.61
10 - That’s not good enough.					0.46
11 - Gee, you are a good reader.		0.69
12 - You are trying really hard at reading.		0.37
13 - Come on, you can do better in reading.			0.80
14 - You seem very talented in reading.		0.78
15 - You are a hard worker in reading.		0.72
16 - That’s not good enough, please read it again.			0.52
17 - You have good reading ability.		0.71
18 - You put a lot of effort in your reading.		0.70
19 - Come on, you can read better than that.			0.79
20 - You have the skills it takes to be a good reader.		0.45
21 - You are working really hard in reading.		0.63
22 - When you read you make a lot of silly mistakes.
23 - Gee, you are good at mathematics.	0.70
24 - You are trying really hard at mathematics.	0.58
25 - Come on, you can do better in mathematics.			0.44			0.55
26 - You seem very talented in mathematics.	0.79
27 - You are a hard worker in mathematics.	0.76
28 - That’s not good enough, please do those sums again.					0.46	0.68
29 - You have good ability in mathematics.	0.74
30 - You put a lot of effort into your mathematics.	0.70
31 - Come on, you can do mathematics better than that.			0.47			0.60
32 - You have the skills it takes to be good at mathematics.	0.59
33 - You are working really hard in mathematics.	0.77
34 - You make lots of silly mistakes in mathematics.						0.70

Item	Max	Med	Sk	Ku
1	2	1	-0.26	-0.64
2	2	1	-0.27	-0.86
3	2	1	-0.39	-0.66
4	2	1	0.46	-0.86
5	2	1	0.01	-1.00
6	2	0	0.87	-0.65
7	2	1	-0.36	-0.66
8	2	0	0.90	-0.51
9	2	1	-0.08	-0.78
10	2	1	0.60	-0.66
11	2	1	0.12	-1.00
12	2	1	0.28	-1.11
13	2	1	0.52	-0.95
14	2	1	0.21	-0.98
15	2	1	0.24	-1.24
16	2	0	1.30	0.67
17	2	1	0.24	-1.13
18	2	1	0.16	-1.19
19	2	0	0.72	-0.70
20	2	1	0.52	-1.03
21	2	1	0.52	-1.01
22	2	0	1.26	0.29
23	2	1	0.40	-1.00
24	2	1	0.17	-1.18
25	2	1	0.23	-0.94
26	2	1	0.40	-1.12
27	2	1	0.29	-1.27
28	2	0	0.92	-0.27
29	2	1	0.41	-1.16
30	2	1	0.12	-1.24
31	2	1	0.37	-1.13
32	2	1	0.17	-1.41
33	2	1	0.17	-1.30
34	2	0	0.66	-0.92

Subscales	Α	Max	M	SD	Sk	Ku
Praise (5 items)	0.78	10	6.03	2.36	-0.16	-0.45
Negative feedback (3 items)	0.74	6	1.74	1.71	0.91	-0.14
Effort-ability in reading (8 items)	0.85	16	6.65	4.11	0.16	-0.79
Negative feedback in reading (6 items)	0.74	11	4.00	2.68	0.43	-0.66
Effort-ability in mathematics (8 items)	0.89	16	6.78	4.54	0.14	-0.93
Negative feedback in mathematics (4 items)	0.76	8	2.80	2.17	0.39	-0.79

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] ²Correspondence address: Universidade de Lisboa. Faculdade de Psicologia. Alameda da Universidade, Lisboa, Portugal. 1649-013. E-mail: marcia.c.laranjeira@gmail.com

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Portuguese Version of Teacher Feedback Scale: A Preliminary Study 1 1 This paper is part of the master dissertation of the first author, under the advice of the second author, defended in the Graduate Program in Psychology at the University of Lisbon.

Versão Portuguesa da Escala de Feedback do Professor: Um Estudo Preliminar

Versión Portuguesa de la Escala de Feedback del Profesor: Un Estudio Preliminar

Abstract

Portuguese Version of Teacher Feedback Scale: A Preliminary Study ¹ 1 This paper is part of the master dissertation of the first author, under the advice of the second author, defended in the Graduate Program in Psychology at the University of Lisbon.