ResumenLa meta del estudio es doble, adaptar al castellano el Questionnaire on Teacher Interaction-Early Primary (QTI-EP), un instrumento desarrollado en 2013 por Zijlstra, Wubbels, Brekelmans y Koomen para medir las percepciones que los niños y niñas de 6 a 9 años tienen de las relaciones entre el profesorado y el alumnado de un aula, y analizar su influencia en el rendimiento académico. El QTI-EP ha probado tener una estructura factorial dual, dimensiones proximidad y control del profesorado, una fiabilidad aceptable, y validez predictiva sobre el rendimiento académico. El QTI-EP resulta sensible a las respuestas diferenciales de forma que las puntuaciones del alumnado de una clase son más similares entre sí que las puntuaciones entre el alumnado de diferentes aulas. La dimensión proximidad predice tanto la calificación en matemáticas como la calificación compuesta. La dimensión control modera las relaciones entre proximidad y rendimiento.Palabras clave: Relaciones profesorado-alumnado, clima social de aula, ciclo inicial de Educación Primaria, rendimiento académico, proximidad del profesorado, control del profesorado.
AbstractThe aim of this study is twofold: to adapt, for a Spanish population, the Questionnaire on Teacher Interaction-Early Primary (QTI-EP), an instrument developed in 2013 by Zijlstra, Wubbels, Brekelmans, and Koomen to measure the perceptions of 6-to 9-year-old children on teacher-students relationships; and to analyze the influence of these perceptions on academic achievement. The QTI-EP has been demonstrated to have a dual factor structure -the dimensions of teacher proximity and teacher control-an acceptable reliability, and predictive validity on academic achievement. The QTI-EP is sensitive to children's differential responses so that the scores of students from the same classroom are more similar to each other than to the scores of students from different classrooms. The dimension of proximity predicts both the mathematics mark and the combined mark. The dimension of control moderates the relationship between proximity and academic achievement.
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