معرفی و اعتباریابی مقیاس تأیید معلم

Aloia, L S. (2020). Student Learning: The Influence of Instructor and Student Confirmation, Classroom Connectedness, and Self-Efficacy. Journalism & Mass Communication Educator, 76(2), 1-14. https://doi.org/10.1177/1077695820944

Asadi Younesi, M., Khaksar azghandi, A., & Ghasemi, S. A. (2024). Validation of teacher Immediacy scale (non-verbal) in the classroom. Quarterly of Educational Measurement, 15(58), 159-189. [In Persian]. doi.org/10.22054/jem.2025.77717.3521

Ellis, K. (2000). Perceived Teacher Confirmation the Development and Validation of an Instrument and Two Studies of the Relationship to Cognitive and Affective Learning. Human Communication Research, 26(2), 264-291. doi.org/10.1111/j.1468-2958.2000.tb00758.x

Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1), 1-20. https://doi.org/10.1080/0363452032000135742

Ghasemi, A., Kadivar, P., Keramati, H., & Arabzadeh, M. (2018). The Investigation of validity and reliability of academic optimism of individual teacher questionnaire. Psychological Models and Methods, 9(32), 131-148. [In Persian]. https://jpmm.marvdasht.iau.ir/article_3169.html?lang=en

Goldman, Z W., & Goodboy, A K. (2014). Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes. Communication Education, 63(3), 259-277. https://doi.org/10.1080/03634523.2014.920091

Goldman, Z W., Claus, C J., & Goodboy, A K. (2018). A Conditional Process Analysis of the Teacher Confirmation–Student Learning Relationship. Communication Quarterly, 66(3), 245-264. https://doi.org/10.1080/01463373.2017.1356339

Goodboy, A K., & Myers, S A. (2008). The Effect of Teacher Confirmation on Student Communication and Learning Outcomes. Communication Education, 57(2), 153-179. https://doi.org/10.1080/03634520701787777

Hsu, C.F., & Huang, I.T. (2017). Are international students quiet in class? The influence of teacher confrmation on classroom apprehension and willingness to talk in class. Journal of International Students, 7(1), 38–52. DOI: https://doi.org/10.32674/jis.v7i1.244

Johnson, Z.D., & Labelle, S. (2020). Confirmation in the college classroom: the connections between teacher’s use of confirming messages and student’s own communicative behaviors. Communication Research Reports, 37(4), 172-181. https://doi.org/10.1080/08824096.2020.1800449

Karshki, H., Koohi, M. & Ahani, Z. (2016). Validation of the Teacher Emotion Inventory from primary school in Mashhad. Quarterly of Educational Measurement, 7(24), 171-200. [In Persian]. https://doi.org/10.22054/jem.2017.12594.1359

Khany, R., & Ghasemi, F. (2018). Development and validation of teacher emotional support scale: a structural equation modeling approach. Journal of english language teaching and learning, 10(21), 137-160. https://journals.tabrizu.ac.ir/article_17213.html

Peaslee, D. (2018). The Relationship between Faculty Confirmation and Community College Student Self-Efficacy. Community College Journal of Research and Practice, 42(10), 635-649. https://doi.org/10.1080/10668926.2017.1333931

Samadi, H., Ahar, S., & Ayatizadeh Tafti, F. (2023). Validity assessment of physical educator’s interpersonal behaviors in physical education with high School Students (IBQ-PE). Research on Educational Sport, 11(32), 97-116. [In Persian]. https://doi.org/10.22089/res.2023.14107.2333

Schrodt, P., Turman, P.D., & Soliz, J. (2006). Perceived Understanding as a Mediator of Perceived Teacher Confirmation and Students’ Ratings of Instruction. Communication Education, 55(4), 370-388. https://doi.org/10.1080/03634520600879196

Sidelinger, R J., & Booth-Butterfield, M. (2010). Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom. Communication Education, 59(2), 165-184. https://doi.org/10.1080/03634520903390867

Soltani Dezaki, S., Nadi, M., & Sajjadian, I. (22). The Factor Analysis, validity, Reliability and Standardization of Eryılmaz Positive Teacher Scale of Among 10th Grade Female High School Student. Journal of Instruction and Evaluation, 14(56), 49-67. [In Persian]. https://journals.iau.ir/article_690927.html?lang=en

Tatum, N.T. (2021). Appropriate humor and confirmation as instructor rapport-building behaviors. Communication Research Reports, 38(4), 241-249. https://doi.org/10.1080/08824096.2021.1930528

Wang, Y., & Derakhshan, A. (2023). Teacher confirmation and caring in Chinese and Iranian students’ willingness to attend EFL classes. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 39(1), 165-192. DOI: https://doi.org/10.30827/portalin.vi39.23625

Wang, Y., & Kruk, M. (2024). Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach. Studies in Second Language Learning and Teaching, 14(2), 235-265. https://doi.org/10.14746/ssllt.38418.

Zhan, Y. (2022). Teacher educators' perceptions of schoolteacher feedback literacy: Implications for feedback training in teacher education programmes. Australian Journal of Teacher Education (Online), 47(10), 106-124. https://doi.org/10.14221/ajte.2022v47n10.6.