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Details for article 4 of 9 found articles
| Title: |
Measuring Teacher-Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student-Teacher Relationship Scale-Short Form |
| Author: |
Tsigilis, Nikolaos Gregoriadis, Athanasios |
| Appeared in: |
Early education and development |
| Paging: | Volume 19 (2008) nr. 5 pages 816-835 |
| Year: |
2008-09 |
| Contents: |
Research Findings: The present study was designed to examine the factorial validity of the Student-Teacher Relationship Scale-Short Form (STRS-SF; R. C. Pianta, 2001) and its invariance across gender in the Greek educational context. The STRS-SF comprises 15 items that measure 2 dimensions of teacher-child relationships: Closeness and Conflict. Fifty-six kindergarten teachers completed the STRS-SF about their students (n = 336). A 2-factor model with correlated latent factors was postulated and tested. Confirmatory factor analysis procedures showed marginal fit to the data (comparative fit index [CFI] = .902, root mean square error of approximation [RMSEA] = .066). The fit of the model was further improved by adding 2 error covariances (CFI = .931, RMSEA = .056). Cronbach's alpha coefficient showed adequate internal consistency for Closeness (α = .72) and Conflict (α = .82). In addition, there was a moderate negative association between the 2 subscales (r = -.38). Examination of STRS-SF invariance showed that it was manifested in the same way across gender. Practice or Policy: The findings of the present study, which was conducted in a cultural context different from the one in which the STRS-SF was developed, seem to support the instrument's factorial validity and equivalence across gender. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 4 of 9 found articles
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