Development and Validation of Teacher Attributional Feedback Scale

Abstract

This study intended to develop a scale that measures teacher attributional feedback, as perceived by students. A total of 513 college students served as respondents in the three phases of the scale development. In the item writing phase, five categories of attributional feedback were identified: lack of ability, lack of self-confidence, lack of effort, lack of self-regulation, and lack of valuing. However, exploratory factor analysis revealed that students were not able to discriminate three of the five constructs, resulting to a two-factor structure: lack of effort and lack of ability. Further confirmatory factor analysis resulted to an improved measurement model that consists four items for lack ability, three items for lack of effort.