Research Article
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Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

Year 2023, Volume: 10 Issue: 2, 285 - 299, 31.08.2023
https://doi.org/10.30900/kafkasegt.1339265

Abstract

Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers’ use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers' reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76% of the total variance, named as "teacher praise behaviors" and "teacher reward behaviors," respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers' behaviors in classroom management, available for researchers and practitioners' use.

References

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  • Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114– 127. https://doi.org/10.1177/0888406417700962
  • Arın, E., Tunçer, B. K., & Demir, M. K. (2016). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Atli, A., Sad, S. N., & Ozer, N. (2022). A mixed methods approach to developing a scale on parents' practices to reward & punish their children. Research in Pedagogy, 12(2), 339-S4.
  • Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
  • Bartholomew, K. J., Ntoumanis, N., & Thogersen-Ntoumani, C. (2009). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. International Review of Sport & Exercise Psychology, 2(2), 215-233.
  • Bolat, Ö. (2016). Beni Ödülle Cezalandırma. Doğan Yayıncılık: İstanbul
  • Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4).
  • Brophy, J. (2006). History of research on classroom management. Handbook of classroom management: Research, practice, & contemporary issues, 17-43.
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout & perceived self-efficacy in classroom management. Teaching & Teacher Education, 16(2), 239-253.
  • Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36(1), 111–150. https://doi.org/10.1207/S15327906MBR3601_05
  • Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
  • Christensen, L.B., Johnson, R. B.ve Turner L. A. (2020). Araştırma yöntemleri: Desen ve analiz. 3. Baskı. Anı Yayıncılık.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, & Evaluation, 10(7), 1-9. https://doi.org/10.7275/jyj1-4868
  • Cumhur, T. Ü. R. K., Kartal, A., Karademir, A., & Erdinç, Ö. C. A. L. (2019). Preschool teachers’views of classroom management processes. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(4), 2282-2299.
  • Dağlı, A., & Han, B. (2017). Öğretmen görüşlerine göre Diyarbakır ili eğitim sorunları ve çözüm önerileri. Electronic Journal of Education Sciences, 6(12), 108-124.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.
  • DeVellis R. F. (2017). Scale development. SAGE Publications.
  • Doyle, W. (1985). Recent research on classroom management: Implications for teacher education. Journal of Teacher Education, 36(3), 31-35.
  • Doyle, W. (1986) Classroom Organization & Management, in M. Wittrock (Ed.) Handbook on Research on Teaching. 3rd ed., pp. 392-431. Macmillan.
  • Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social & emotional learning & classroom management. In Evertson, C., & Weinstein, C. (eds.) Handbook of Classroom Management: Research, practice, & contemporary issues. Mahwah, NJ: Erlbaum, 309–341.
  • Erdoğan, İ. (2003). Sınıf yönetimi. Sistem Yayıncılık.
  • Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, & contemporary issues (pp. 3-15). Lawrence Erlbaum Associates, Inc.
  • Freiberg, H.J. & Lamb, S.M. (2009) Dimensions of person-centered classroom management. Theory into Practice, 48(2), 99-105.
  • Freiberg, J. H., Oviatt, D., and Naveira, E. (2020). Classroom management meta-review continuation of research-based programs for preventing and solving discipline problems. J. Educ. Stud. Placed Risk 25, 319–337. doi: 10.1080/10824669.2020.1757454
  • Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28-35.
  • Froiland, J. M. (2014). Inspired childhood: Parents raising motivated, happy, and successful students from preschool to college. Amazon.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy & Research, 14(5), 449–468.
  • Gündüz, Y., & Balyer, A. (2011). Eğitimde ödül ile cezanın yeri ve buna ilişkin alternatif yaklaşımlar. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(40), 10-23
  • Gürbüz, S. (2019). AMOS ile yapısal eşitlik modellemesi. Seçkin Yayıncılık.
  • Guttman, L. (1954). A new approach to factor analysis: the Radex. In P. F. Lazarsfeld (Ed.), Mathematical thinking in the social sciences (pp. 258–348). Free Press.
  • Güzelyurt, T., Fidan, T. O. K., Tümas, Ç., & Şuhade, U. R. U. Ğ. (2019). Okul öncesi öğretmenlerinin ödül ve ceza kullanımına ilişkin görüşleri. Temel Eğitim, 1(4), 21-28.
  • Han, B., & Altunhan, M. (2022). Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri. Erken Çocukluk Çalışmaları Dergisi, 6(2), 480-505.
  • Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior analysis in practice, 8, 80-85.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • İlgar, Ş., & Örs, E. (2021). Çocuklarla iletişimde kullanılan övgü sözlerinin öğretmen, öğretmen adayı ve ebeveyn açısından analizi. Social Science Devolopment Journal, 26, 78-98.
  • Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating communities of support & solving problems (10th ed.). Upper Saddle River, NJ: Pearson.
  • Junco, R. (2013). Comparing actual & self-reported measures of Facebook use. Computers in Human Behavior, 29(3), 626-631.
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational & Psychological Measurement, 20(1), 141-151.
  • Kazdin, A. E. (2017). The token economy. In Applications of conditioning theory (pp. 59-80). Routledge.
  • Kline, R. B. (2016). Principles & practice of structural equation modeling (4th ed.). Guilford Press.
  • Köçer, G., & Çınar, F. (2021). Ödül ve ceza olmadan çocuk disiplini mümkün mü?. Erzincan Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 410-429.
  • Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies & classroom management programs on students’ academic, behavioral, emotional, & motivational outcomes. Review of Educational Research, 86(3), 643-680.
  • Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary classroom management systems & their children’s motivational & emotional responses. Social Psychology of Education, 23(2), 433-448.
  • Leung, J. T. Y., & Shek, D. T. L. (2017). The influence of parental expectations & parental control on adolescent well-being in poor Chinese families. Applied Research in Quality of Life, No. 9, 1-19.
  • Lewis, R., Romi, S., Katz, Y.J. & Qui, X. (2008) Students’ Reaction to Classroom Discipline in Australia, Israel, & China, Teaching & Teacher Education, 24(3), 715-724.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130.
  • Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of school psychology, 49(5), 529-554.
  • Manley, H., Tu, E. N., Reardon, T., & Creswell, C. (2023). The relationship between teachers' day‐to‐day classroom management practices & anxiety in primary school children: A systematic review. Review of Education, 11(1), e3385.
  • Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- & higher order factor models & their invariance across groups. Psychological Bulletin, 97(3), 562–582. https://doi.org/10.1037/0033-2909.97.3.562
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Virginia: ASCD.
  • Matsunaga, M. (2010). How to factor-analyze your data right: Do's, don'ts, & how-to's. International Journal of Psychological Research, 3(1), 97-110.
  • Muthen, L. K., & Muthen, B. (1998-2017). Mplus User’s Guide. Los Angeles, CA: Muthén & Muthén.
  • Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of educational psychology, 83(2), 195.
  • Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55.
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Sınıf Yönetiminde Kullanılmak Üzere Öğretmen Ödül ve Övgü Ölçeği Geliştirme Çalışması

Year 2023, Volume: 10 Issue: 2, 285 - 299, 31.08.2023
https://doi.org/10.30900/kafkasegt.1339265

Abstract

Sınıf yönetimi, etkili öğrenme ortamı yaratmanın vazgeçilmez bir unsurudur. Sınıf yönetimin zayıf olduğu bir sınıfta öğrenciler öğrenme sürecine dahil olamaz ve dahası kaygı yaşar. Onun için öğretmenlere etkili sınıf yönetimi becerisi kazandırma, okul liderlerinin görevleri arasındadır. Ancak ilk olarak öğretmenlerin ilk olarak sınıf yönetim araçları araştırılmalıdır. Bunlardan en önemlileri de ödül ve övgüdür. Öz-Düzenleme Kuramına göre ödül ve övgü disiplini sağlamada da etkili olsa da gelişim veya motivasyonu artırmada çok da etkili değildir. Onun için ilk olarak öğretmenlerin sınıflarında ne kadar ödül ve övgüyü kullandıkları geçerli ve güvenilir şekilde ölçülmelidir. Bilindiği kadarıyla alanyazında bunu ölçen bir ölçek bulunmamaktadır. Bu araştırma da öğretmenlerin ödül ve övgü davranışlarını ölçen ilk çalışma olacaktır. Araştırma betimsel tarama modelinde yapılan nicel bir çalışmadır. İlk turda 25 maddelik deneme formu 465 öğretmene uygulanmıştır. Açımlayıcı Faktör Analizi sonuçlarına göre, 13 maddeli ve 2 faktörlü bir yapı bulunmuştur. Toplam varyansın %76’sını açıkladığı görülmüştür ve faktörler sırasıyla öğretmen övgü davranışları ve öğretmen ödül davranışları olarak isimlendirilmiştir. Faktör puanlarının güvenirlik seviyeleri .87 ile .92 olarak bulunmuştur. İkinci turda ise 13 maddelik form ile 271 öğretmenden veri toplanmıştır. Doğrulayıcı Faktör Analizi ile 2 faktörlü yapı doğrulanmıştır. Zamandaş geçerliği test etmek için iki ölçek uygulanmıştır ve ilişkileri de zamandaş geçerliliği kanıtları olarak sunulmuştur. Sonuç olarak, Öğretmen Ödül ve Övgü Ölçeği, sınıf yönetiminde öğretmenlerin davranışlarını ölçmede kullanılabilecek geçerli ve güvenilir bir ölçek olarak araştırmacıların ve uygulayıcıların kullanımına sunulmuştur.

References

  • Akgün, E., Yarar, M., & Dinçer, Ç. (2011). The evaluation of classroom management strategies of preschool teachers in classroom activities. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9.
  • Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114– 127. https://doi.org/10.1177/0888406417700962
  • Arın, E., Tunçer, B. K., & Demir, M. K. (2016). Primary school teachers' views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
  • Atli, A., Sad, S. N., & Ozer, N. (2022). A mixed methods approach to developing a scale on parents' practices to reward & punish their children. Research in Pedagogy, 12(2), 339-S4.
  • Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
  • Bartholomew, K. J., Ntoumanis, N., & Thogersen-Ntoumani, C. (2009). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. International Review of Sport & Exercise Psychology, 2(2), 215-233.
  • Bolat, Ö. (2016). Beni Ödülle Cezalandırma. Doğan Yayıncılık: İstanbul
  • Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4).
  • Brophy, J. (2006). History of research on classroom management. Handbook of classroom management: Research, practice, & contemporary issues, 17-43.
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout & perceived self-efficacy in classroom management. Teaching & Teacher Education, 16(2), 239-253.
  • Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36(1), 111–150. https://doi.org/10.1207/S15327906MBR3601_05
  • Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
  • Christensen, L.B., Johnson, R. B.ve Turner L. A. (2020). Araştırma yöntemleri: Desen ve analiz. 3. Baskı. Anı Yayıncılık.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, & Evaluation, 10(7), 1-9. https://doi.org/10.7275/jyj1-4868
  • Cumhur, T. Ü. R. K., Kartal, A., Karademir, A., & Erdinç, Ö. C. A. L. (2019). Preschool teachers’views of classroom management processes. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(4), 2282-2299.
  • Dağlı, A., & Han, B. (2017). Öğretmen görüşlerine göre Diyarbakır ili eğitim sorunları ve çözüm önerileri. Electronic Journal of Education Sciences, 6(12), 108-124.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.
  • DeVellis R. F. (2017). Scale development. SAGE Publications.
  • Doyle, W. (1985). Recent research on classroom management: Implications for teacher education. Journal of Teacher Education, 36(3), 31-35.
  • Doyle, W. (1986) Classroom Organization & Management, in M. Wittrock (Ed.) Handbook on Research on Teaching. 3rd ed., pp. 392-431. Macmillan.
  • Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social & emotional learning & classroom management. In Evertson, C., & Weinstein, C. (eds.) Handbook of Classroom Management: Research, practice, & contemporary issues. Mahwah, NJ: Erlbaum, 309–341.
  • Erdoğan, İ. (2003). Sınıf yönetimi. Sistem Yayıncılık.
  • Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, & contemporary issues (pp. 3-15). Lawrence Erlbaum Associates, Inc.
  • Freiberg, H.J. & Lamb, S.M. (2009) Dimensions of person-centered classroom management. Theory into Practice, 48(2), 99-105.
  • Freiberg, J. H., Oviatt, D., and Naveira, E. (2020). Classroom management meta-review continuation of research-based programs for preventing and solving discipline problems. J. Educ. Stud. Placed Risk 25, 319–337. doi: 10.1080/10824669.2020.1757454
  • Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28-35.
  • Froiland, J. M. (2014). Inspired childhood: Parents raising motivated, happy, and successful students from preschool to college. Amazon.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy & Research, 14(5), 449–468.
  • Gündüz, Y., & Balyer, A. (2011). Eğitimde ödül ile cezanın yeri ve buna ilişkin alternatif yaklaşımlar. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(40), 10-23
  • Gürbüz, S. (2019). AMOS ile yapısal eşitlik modellemesi. Seçkin Yayıncılık.
  • Guttman, L. (1954). A new approach to factor analysis: the Radex. In P. F. Lazarsfeld (Ed.), Mathematical thinking in the social sciences (pp. 258–348). Free Press.
  • Güzelyurt, T., Fidan, T. O. K., Tümas, Ç., & Şuhade, U. R. U. Ğ. (2019). Okul öncesi öğretmenlerinin ödül ve ceza kullanımına ilişkin görüşleri. Temel Eğitim, 1(4), 21-28.
  • Han, B., & Altunhan, M. (2022). Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri. Erken Çocukluk Çalışmaları Dergisi, 6(2), 480-505.
  • Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior analysis in practice, 8, 80-85.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • İlgar, Ş., & Örs, E. (2021). Çocuklarla iletişimde kullanılan övgü sözlerinin öğretmen, öğretmen adayı ve ebeveyn açısından analizi. Social Science Devolopment Journal, 26, 78-98.
  • Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating communities of support & solving problems (10th ed.). Upper Saddle River, NJ: Pearson.
  • Junco, R. (2013). Comparing actual & self-reported measures of Facebook use. Computers in Human Behavior, 29(3), 626-631.
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational & Psychological Measurement, 20(1), 141-151.
  • Kazdin, A. E. (2017). The token economy. In Applications of conditioning theory (pp. 59-80). Routledge.
  • Kline, R. B. (2016). Principles & practice of structural equation modeling (4th ed.). Guilford Press.
  • Köçer, G., & Çınar, F. (2021). Ödül ve ceza olmadan çocuk disiplini mümkün mü?. Erzincan Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 410-429.
  • Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies & classroom management programs on students’ academic, behavioral, emotional, & motivational outcomes. Review of Educational Research, 86(3), 643-680.
  • Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary classroom management systems & their children’s motivational & emotional responses. Social Psychology of Education, 23(2), 433-448.
  • Leung, J. T. Y., & Shek, D. T. L. (2017). The influence of parental expectations & parental control on adolescent well-being in poor Chinese families. Applied Research in Quality of Life, No. 9, 1-19.
  • Lewis, R., Romi, S., Katz, Y.J. & Qui, X. (2008) Students’ Reaction to Classroom Discipline in Australia, Israel, & China, Teaching & Teacher Education, 24(3), 715-724.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130.
  • Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of school psychology, 49(5), 529-554.
  • Manley, H., Tu, E. N., Reardon, T., & Creswell, C. (2023). The relationship between teachers' day‐to‐day classroom management practices & anxiety in primary school children: A systematic review. Review of Education, 11(1), e3385.
  • Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- & higher order factor models & their invariance across groups. Psychological Bulletin, 97(3), 562–582. https://doi.org/10.1037/0033-2909.97.3.562
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Virginia: ASCD.
  • Matsunaga, M. (2010). How to factor-analyze your data right: Do's, don'ts, & how-to's. International Journal of Psychological Research, 3(1), 97-110.
  • Muthen, L. K., & Muthen, B. (1998-2017). Mplus User’s Guide. Los Angeles, CA: Muthén & Muthén.
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There are 68 citations in total.

Details

Primary Language English
Subjects Language Studies (Other)
Journal Section Articles
Authors

Özgür Bolat 0000-0003-4420-1368

Early Pub Date August 29, 2023
Publication Date August 31, 2023
Submission Date August 7, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Bolat, Ö. (2023). Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management. E-Kafkas Journal of Educational Research, 10(2), 285-299. https://doi.org/10.30900/kafkasegt.1339265

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