Measuring teacher regulating activities concerning student learning in secondary education classrooms: Reliability and validity of student perceptions |
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| Institution: | 1. Institute for Mental Health, School of Psychology, University of Birmingham, B15 2TT, UK;2. Birmingham and Solihull Mental Health Foundation Trust, Birmingham, B1 3RB, UK;3. Division of Psychiatry, University College London, London W1T 7NF |
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| Abstract: | .This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the instrument, an inventory study (N = 2128) and a study in which observational data (N = 11) and inventory data (N = 201) were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory and observational data showed significant relations for three of the five subscales, indicating that the PPI is suitable to tap teacher regulating activities in classroom contexts. |
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| Keywords: | Student perceptions Teacher regulating activities Inventory reliability and validity Secondary education |
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