Development and Validation of the Teacher and Motivation (TEMO) Scale: A Self-Report Measure Assessing Students’ Perceptions of Liked and Disliked Teachers as Motivators

References

• Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12, 37–41. doi:10.1073/pnas.0910967107.
   Web of Science ®Google Scholar
• Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372. doi:10.1037/h0043445.
   PubMed Web of Science ®Google Scholar
• Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. Journal of Primary Prevention, 24, 243–262. doi:10.1023/B:JOPP.0000018048.38517.cd.
   Google Scholar
• Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23, 3–15. doi:10.1037/1045-3830.23.1.3.
   Web of Science ®Google Scholar
• Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37, 197–214. doi:10.1207/S15326985EP3704_1.
   PubMed Web of Science ®Google Scholar
• Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 199–225). Cambridge: University Press.
   Google Scholar
• Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61–79. doi:10.1016/S0022-4405(96)00029-5.
   Web of Science ®Google Scholar
• Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934–946. doi:10.1037//0012-1649.34.5.934.
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
   Google Scholar
• Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70, 141–156. doi:10.1037/0022-3514.70.1.141.
   Web of Science ®Google Scholar
• Chan, D. (2009). So why ask me? Are self-report data really that bad? In C. E. Lance & R. J. Vandenberg (Eds.), Statistical and methodological myths and urban legends (pp. 309–336). New York, NY: Routledge.
   Google Scholar
• Chang, L., Liu, L., Wen, Z., Fung, K., Wang, Y., & Xu, Y. (2004). Mediating teacher liking and moderating authoritative teachering on Chinese adolescents’ perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 96, 369–380. doi:10.1037/0022-0663.96.2.369.
   Web of Science ®Google Scholar
• Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development: The Minnesota symposium on child psychology (pp. 43–77). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Covington, M. V. (2000). Goal theory, motivation and achievement motivation: Findings and implications. Annual Review of Psychology, 51, 171–190. doi:10.1146/annurev.psych.51.1.171.
   PubMed Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (Eds.). (2000). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
   Google Scholar
• Eccles, J., Wigfield, A., & Schiefele, A. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (pp. 1017–1095). New York, NY: John Wiley.
   Google Scholar
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. doi:10.1207/s15326985ep3403_3.
   Web of Science ®Google Scholar
• Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232. doi:10.1037/0022-3514.72.1.218.
   Web of Science ®Google Scholar
• Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319. doi:10.1037/1089-2680.2.3.300.
   PubMedGoogle Scholar
• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226. doi:10.1037/0003-066X.56.3.218.
   PubMed Web of Science ®Google Scholar
• Fried, R. L. (1995). The passionate teacher: A practical guide. Boston, MA: Beacon Press.
   Google Scholar
• Garrison, J., & Liston, D. (2004). Teaching, learning, and loving. New York, NY: Teachers College Press.
   Google Scholar
• Gaulin, S. J. C., & McBurney, D. H. (2003). Evolutionary psychology (chap. 6, pp. 121–142). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Geertz, C. (1973). The interpretation of cultures. London, England: Hutchinson.
   Google Scholar
• Geertz, C. (1983). Dichte Beschreibung [Thick description]. Frankfurt a.M., Germany: Suhrkamp.
   Google Scholar
• Geertz, C. (1993). Local knowledge. London, England: Fontana Press.
   Google Scholar
• Geertz, C. (2000). Available light: Anthropological reflections on philosophical topics. Princeton, NJ: University Press.
   Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625–638. doi:10.1111/1467-8624.00301.
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships as a source of support and risk in schools. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59–71). Bethesda, MD: National Association of School Psychologists.
   Google Scholar
• Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11–42). Cambridge, England: Cambridge University Press. doi:10.1207/s15326985ep3401_5.
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon Oxon, England: Routledge.
   Google Scholar
• Hoferichter, F., & Raufelder, D. (2014). Ein Modell inter-individueller Unterschiede sozio-motivationaler Beziehungen von Sekundarschülern mit ihren Peers und Lehrern [A model of inter-individual differences in socio-motivational relationships of secondary school students with their peers and teachers]. In C. Tillack, J. Fetzer, & D. Raufelder (Eds.), Beziehungen in Schule und Unterricht - Teil 3 Soziale Beziehungen im Kontext von Motivation und Leistung  (pp. 170–200). Reihe Theorie und Praxis der Schulpädagogik Band 25. Immenhausen, Germany: Prolog.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Kunter, M., Schümer, G., Artelt, C., Baumert, J., Klieme, E., Neubrand, M., … Weiß, M. (2002). PISA 2000: Dokumentation der Erhebungsinstrumente [PISA 2000: Documentation of a Measurement]. Berlin, Germany: Max-Planck-Institut für Bildungsforschung.
   Google Scholar
• Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28, 5–42. doi:10.1177/0013161X92028001002.
   Web of Science ®Google Scholar
• Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437–442.
   Google Scholar
• Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation and Research in Education, 20, 144–158. doi:10.2167/eri406.0.
   Google Scholar
• Montalvo, G. P., & Roedel, T. (1995, April 18–22). Pleasing the teacher: A qualitative look. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in Schools, 38, 25–41. 10.1002/1520-6807(200101)38:1 < 25:AID-PITS4>3.0.CO;2-C.
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2013). Mplus user's guide (6th ed.). Los Angeles, CA: Author.
   Google Scholar
• Nickel, H. (1981). Die Transaktionalität der Lehrer-Schüler-Beziehung und ihre Bedeutung für die Unterrichtspraxis [The transactionality of the teacher-student relationship and its meaning for class practices]. In A. Weber (Ed.), Lehrerhandeln und Unterrichtmethode (pp. 27–48). München, Germany: Wilhelm Fink.
   Google Scholar
• Nickel, H. (1993). Die Lehrer-Schüler-Beziehung als transaktionaler Prozeß [The teacher-student-relationship as transactional process]. In H. Nickel (Ed.), Psychologie der Entwicklung und Erziehung (pp. 244–261). Pfaffenweiler, Germany: Centaurus.
   Google Scholar
• O'Shaughnessy, J., & O'Shaughnessy, N. J. (2003). The marketing power of emotion. New York, NY: Oxford Press.
   Google Scholar
• Patrick, B. C., Hisley, J., Kempler, T., & College, G. (2000). What's everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68, 217–236. doi:10.1080/00220970009600093.
   Web of Science ®Google Scholar
• Petermann, F., & Winkel, S. (2007). FLM 7–13.Fragebogen zur Leistungsmotivation für Schüler der 7.bis 13.Klasse. Manual [Questionnaire about achievement motivation of students from grade 7 to 13]. Frankfurt, Germany: Harcourt Test Services GmbH.
   Google Scholar
• Phelan, P., Davidson, A., & Thanh Cao, H. (1992). Speaking up: Students’ perspectives on school. Phi Delta Kappa, 73, 695–704.
   Web of Science ®Google Scholar
• Pianta, R. C., Hamre, B. K., & Stuhlman, M. W. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Comprehensive handbook of psychology: Vol. 7. Educational psychology (pp. 199–234). New York, NY: Wiley.
   Google Scholar
• Raufelder, D. (2007). Von Machtspielen zu Symapthiegesten [Games of power and gestures of sympathy]. Marburg, Germany: Tectum.
   Google Scholar
• Raufelder, D., Bukowski, W. M., & Mohr, S. (2013). Thick description of the teacher-student relationship in the educational context of school: Results of an ethnographic field study. Journal of Education and Training Studies, 1, 1–18. doi:10.11114/jets.vli2.108.
   Google Scholar
• Raufelder, D., Jagenow, D., Drury, K., & Hoferichter, F. (2013). Social relationships and motivation in secondary school: 4 different motivation types. Learning and Individual Differences, 22, 89–95. doi:10.1016/j.lindif.2012.12.002.
   Web of Science ®Google Scholar
• Richardson, J. (2010). Psychometric validitiy and multi attribute utility (MAU) instruments. Research Paper, Centre for Health Economics, Monash University, Melbourne, 57, 1–19.
   Google Scholar
• Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of schools. White Plains, NY: Longman.
   Google Scholar
• Rowe, K. (2003). The importance of teacher experiences and outcomes of schooling. Background paper to keynote address presented at the ACER Research Conference, 19–21 October. Retrieved from: http://www.acer.edu.au/documents/.
   Google Scholar
• Sonderegger, T. (2007). Psychology. New York, NY: Wiley.
   Google Scholar
• Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend? Organizational Research Methods, 9, 221–232. doi:10.1177/1094428105284955.
   Web of Science ®Google Scholar
• Spinath, B., Stiensmeier-Pelster, J., Schoene, C., & Dickhaeuser, O. (2002). Skalen zur Erfassung der Lern und Leistungsmotivation. Manual [Scales to measure learning and achievement motivation]. Göttingen, Germany: Hogrefe.
   Google Scholar
• Stipek, D. J. (2004). Teaching practices in kindergarten and first grade: Different strokes for different folks. Early Childhood Research Quarterly, 19, 548–568. doi:10.1016/j.ecresq.2004.10.010.
   Web of Science ®Google Scholar
• Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Thapan, M. (1986). Forms of discourse: A typology of teachers and commitment. British Journal of Sociology and Education, 7, 415–431. doi:10.1080/0142569860070405.
   Web of Science ®Google Scholar
• Tomkins, S. S. (1962). Affect imagery consciousness: The positive affects. New York, NY: Springer.
   Google Scholar
• Torkzadeh, G., Koufteros, X., & Pflughoeft, K. (2003). Confirmatory analysis of computer self-efficacy. Structural Equation Modeling, 10, 263–275. doi:10.1207/S15328007SEM1002_6.
   Web of Science ®Google Scholar
• Watt, H. M. G. (2004). Development of adolescents’ self-perceptions, values and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 7, 1556–1574. doi:10.1111/j.1467-8624.2004.00757.x.
   Web of Science ®Google Scholar
• Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 226–247). Cambridge, NY: University Press.
   Google Scholar
• Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 86, 173–182. doi:10.1037/0022-0663.89.3.411.
   Web of Science ®Google Scholar
• Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology, 90, 202–209. doi:10.1037/0022-0663.90.2.202.
   Web of Science ®Google Scholar
• Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 279–296). New York, NY: Guilford.
   Google Scholar
• Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 301–322). New York, NY: Routledge.
   Google Scholar
• Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35, 193–202. doi:10.1016/j.cedpsych.2010.03.002.
   Web of Science ®Google Scholar
• West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables. Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 56–75). Newbury Park, CA: Sage.
   Google Scholar
• Zusho, A., & Pintrich, P. R. (2001). Motivation in the second decade of life. In T. Urdan & F. Pajares (Eds.), Adolescence and education (pp. 163–200). Greenwich, CT: Information Age.
   Google Scholar