Validación en español del Questionnaire on Teacher Interaction en los cursos superiores de educación primaria (QTI-P) y cómo esta interacción influye en el rendimiento académico.

Autores/as

DOI: https://doi.org/10.6018/analesps.415111
Palabras clave: Relaciones interpersonales maestro-alumnado, Ambiente social del aula, Cursos superiores de educación primaria, Rendimiento académico

Resumen

The Questionnaire on Teacher Interaction (QTI, Wubbels et al., 1985) se basa en el Modelo Interpersonal de la Conducta del Profesor (MITB, en inglés) y mide las interacciones del maestro con el alumnado percibidas por éstos. Goh y Fraser (1998) adaptaron el QTI para su uso en los cursos superiores de la educación primaria (QTI-P). Los objetivos del estudio son (a) validar al castellano el QTI-P y (b) analizar la influencia de estas interacciones en el rendimiento académico del alumno. Se administró el QTI-P a 397 alumnos de 4º y 6º curso de cuatro colegios públicos seleccionados de forma incidental. Las 8 escalas del QTI-P se ordenan de forma circular alrededor de dos ejes o dimensiones independientes: Control y Affiliation. Como medida de rendimiento académico se usaron las calificaciones de final de curso en cuatro asignaturas. Para comprobar los objetivos se emplearon modelos de ecuaciones estructurales multinivel. La fiabilidad y la correlación intraclase de escalas y dimensiones son buenas. Se confirma la estructura factorial, circular y multinivel propuesta por el MITB. También se comprueba el efecto del ambiente social del aula tanto en la puntuación de cada niño en cada escala del QTI-P como en sus calificaciones escolares. El QTI-P es un instrumento adecuado para medir el ambiente social del aula y para pronosticar el rendimiento académico de cada niño.

 

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Publicado
01-01-2021
Cómo citar
García Bacete, F. J., & Rosel Remírez, J. F. (2021). Validación en español del Questionnaire on Teacher Interaction en los cursos superiores de educación primaria (QTI-P) y cómo esta interacción influye en el rendimiento académico. Anales De Psicología / Annals of Psychology, 37(1), 101-113. https://doi.org/10.6018/analesps.415111
Número
Sección
Psicología evolutiva y de la educación