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چکیده
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Abstract The cognitive neuroscience of social behavior has increasingly focused on interpersonal relationships, providing deeper insights into how these interactions shape educational contexts. This study aimed to enhance understanding of teacher-student relationships by developing a comprehensive and reliable questionnaire that assesses various dimensions of university professors' behaviors towards Iranian students. The study had two primary objectives: (1) to create a valid instrument for measuring different behavioral dimensions in these interactions, and (2) to investigate how these dimensions correlate with demographic variables. To achieve the first goal, we designed a questionnaire informed by six categories of human social behavior. Our analysis confirmed the instrument’s high content validity, with a Content Validity Ratio (CVR) of 0.86 and an Item-Level Content Validity Index (I-CVI) of 0.92, indicating that the items were highly relevant. Confirmatory Factor Analysis (CFA) demonstrated a good fit for the scale (AVE = 0.594), and Exploratory Factor Analysis (EFA) refined the questionnaire to 58 items across six domains out of an initial 76. The final version showed excellent internal consistency, with a Cronbach's alpha of 0.96 and a Composite Reliability (CR) of 0.92, suggesting the instrument's reliability and robustness. The second objective involved examining the relationship between behavioral dimensions and demographic variables. The results revealed significant differences in emotional, social, and moral behaviors among students from various fields of study. Educational levels also showed statistically significant variations across all dimensions, except for moral behavior. Gender differences were notable in social, emotional, and reinforcement behaviors, while university type affected only strategic and reinforcement behaviors. Age ranges were significantly associated with differences in ecological and strategic behaviors. These findings highlight the complexity of teacher-student dynamics and underscore the potential of the developed questionnaire for informing educational practices and interventions. The high internal consistency of the instrument suggests its applicability in higher education contexts beyond Iran, offering valuable insights into how different factors influence teacher-student interactions. Keywords: Teacher-student relationships, behavioral dimensions, questionnaire development, demographic variables, educational psychology
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