Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

Abstract

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

A tanár-diák kapcsolat jellemzői a testnevelésben

“…Bár a tanár-diák kapcsolat vizsgálata az évek során egyre növekvő érdeklődést váltott ki, csak néhány tanulmány foglalkozik közvetlenül a tanár-diák kapcsolattal a testnevelés keretében. A testnevelést érintően jelentős mennyiségű empirikus munka áll rendelkezésre, de ezek jellemzően az észlelt motivációs környezettel foglalkoznak (Ada et al, 2021). Tekintettel az iskolai testnevelés sajátosságaira, érdemes a tanár és a diák között létrejövő kapcsolatot tantárgyspecifikusan is megközelíteni, hiszen a testnevelés oktatásának módszertana, a tantárgyi tartalmak, a fejlesztési feladatok, az elérendő célok eltérést mutathatnak a többi iskolai tantárgyhoz képest.…”

Study on the Enhancement of Teaching Innovation Ability of Physical Education Teachers in Colleges and Universities in the Context of Specialization and Innovation Integration

“…Therefore, in teaching activities, college teachers should pay attention to the appropriate updating of teaching concepts and introduce brand-new teaching ideas [7][8]. The focus should be on adhering to the teaching concept of fun guidance and practical training so as to ensure that students can actively participate in physical exercise and, at the same time, allow students to obtain a happy learning experience and stimulate students' lifelong awareness of physical education and sports [9][10].…”

The modernization strategy of constructing teacher-student relationship in the new era of universities

“…Research findings suggest that student-teacher relationships as perceived by students are more important to children's social adjustment than as perceived by teachers. The literature [15] used a multi-group validated factor analysis to test the factorial validity of the Teacher-Student Relationship Quality Questionnaire in a sample of Turkish and Kuwaiti physical education teachers to assess the quality of teacher-student relationships in Turkish and Kuwaiti physical education contexts. The results of this study will help physical educators and researchers in the field understand the causes and methods that lead to high-quality teacher-student relationships.…”