Evaluating the Student-Teacher Relationship Scale in Italian Young Children: An Exploratory Structural Equation Modeling Approach

被引：8

作者：

Sette, Stefania ^{[1
]}

Zuffiano, Antonio ^{[2
]}

Lucidi, Fabio ^{[1
]}

Laghi, Fiorenzo ^{[1
]}

Lonigro, Antonia ^{[1
]}

Baumgartner, Emma ^{[1
]}

机构：

[1] Sapienza Univ Rome, Rome, Italy

[2] Liverpool Hope Univ, Liverpool, Merseyside, England

来源：

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT | 2018年 / 36卷 / 03期

关键词：

teacher-child relationships; STRS; ESEM; measurement invariance; young children; SOCIAL COMPETENCE; BEHAVIOR EVALUATION; VALIDATION;

D O I：

10.1177/0734282916674601

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The study analyzed the factorial and concurrent validity of the Student-Teacher Relationship Scale (STRS) using an exploratory structural equation modeling (ESEM) approach. Participants were 368 Italian children aged 3 to 6 (M = 4.60, SD = 0.98). The three-factor ESEM solution fit the data better than the classical confirmatory factor analysis (CFA) model and the measurement invariance of the scale was confirmed across sex and age (3-4 vs. 5-6 years) groups. The concurrent validity of the STRS was investigated within the ESEM approach using children's social behaviors as validity criteria. Findings supported the goodness of ESEM over CFA and attested to the validity of the STRS to understanding the teacher-child relationship quality in young children.

引用

页码：284 / 290

页数：7

共 17 条

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