Validating the Emotion-Focused Interactions Scale for Teacher-Student Interactions

• In Event: 42.062 - Classroom Observations: Reliability, Validity, and Use in Determining Teacher Effectiveness

Abstract

Classroom settings significantly impact students’ capacity to learn and achieve. The transactional relations between teachers and students contribute to the quality of the classroom setting. Although it is useful to know that “low quality learning environments are bad,” policymakers must also know whether youth can recover from these impoverished settings over time. Understanding the association between teacher-student relationships and positive youth development will be improved by systematically examining the transactional relations between teachers and students over time. Utilizing a large cohort of students (N = 1404) as they transition from fifth to seventh grade, the present study sought to validate both the internal and external validity of the emotion-focused interactions (EFI) scale for assessing teacher-student interactions (Rivers et al., 2011).

Authors

• Lyubomir N. Kolev

• Christina Cipriano, University of Massachusetts - Dartmouth

• Susan E. Rivers, Yale University

• Marc A. Brackett, Yale University