Development and psychometric analysis of the student-teacher relationship scale - short form

被引：61

作者：

Settanni, Michele ^{[1
]}

Longobardi, Claudio ^{[1
]}

Sclavo, Erica ^{[1
]}

Fraire, Michela ^{[1
]}

Prino, Laura E. ^{[1
]}

机构：

[1] Univ Turin, Dept Psychol, I-12023 Turin, Italy

来源：

FRONTIERS IN PSYCHOLOGY | 2015年 / 6卷

关键词：

teacher-child relationship; Rasch analysis; STRS; educational psychology; validity; CHILD RELATIONSHIPS; KINDERGARTEN; BEHAVIOR; ASSOCIATIONS; VALIDATION; REDUCTION; VALIDITY; STRS;

D O I：

10.3389/fpsyg.2015.00898

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (STRS; Fraire et al., 2013). The analyses were conducted on 1256 students and 210 teachers. The STRS is a self-report measure assessing teachers' perception of the quality of their relationship with students ranging from preschool to third grade. The items were selected from the original Italian adaptation of the regular STRS (Pianta, 2001) through Ranch (1960/1980) analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (eight items) and Closeness (six items). Results indicate that the 14-item instrument shows good internal consistency (alpha>0.80), high correlations with the scales from the regular STRS (r > 0.90) and equivalence across gender.

引用

页数：7

共 43 条

[1] Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis [J].