Examining factorial validity and measurement invariance of the Student–Teacher Relationship Scale

Webb, Mi-young; Neuharth‐Pritchett, Stacey

doi:10.1016/j.ecresq.2010.09.004

Cited by 40 publications

(32 citation statements)

References 53 publications

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“…To date, however, confirmatory factor analysis (CFA) has been rarely used to examine the factor structure of the STRS, and measurement invariance is generally assumed but hardly tested. An exception is the recently published study of Webb and Neuharth-Pritchett (2010) that applied CFA and tested measurement invariance across ethnic groups in a United States sample of 5-year-old pre-kindergartners. CFA did not reveal a satisfactory fit of the three-factor model unless one Closeness item and one Dependency item were deleted from the STRS, and subsequent invariance testing showed that the factor structure differed across ethnic groups.…”

Section: Introductionmentioning

confidence: 94%

Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Koomen

Verschueren

Schooten

et al. 2012

Journal of School Psychology

201

199

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Section: Introductionmentioning

confidence: 94%

Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Koomen

Verschueren

Schooten

et al. 2012

Journal of School Psychology

201

199

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“…To the authors’ knowledge, only one study has investigated ethnic or racial invariance of measures of TSRQ. Using CFA procedures, Webb and Neuharth-Pritchett (2011) examined the factorial validity of the STRS and its measurement equivalence across African American and White children in a sample of pre-kindergarten children (age 5). The hypothesized three-factor model of the STRS did not obtain an adequate fit to the whole sample, and the factor structure was not equivalent across racial groups.…”

Section: Race/ethnicity and Measurement Of Tsrqmentioning

confidence: 99%

Teacher Network of Relationships Inventory: Measurement invariance of academically at-risk students across ages 6 to 15.

Wu¹

2015

School Psychology Quarterly

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We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form three correlated factors: Warmth, Conflict, and Intimacy. Cronbach’s alphas (α) ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on RM-ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitation and implication for practice are discussed.

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“…Up to now, only a few studies have focused on the previous versions of the STRS (Pianta & Steinberg, 1992;Saft, 1994;Steinberg, 1993 Gregoriadis and Tsigilis (2008; have examined the applicability of the STRS (the 28-item version and the short form) in the Greek educational setting with exploratory factor analysis (EFA) and arrived at the same conclusions as Webb and Neuharth-Pritchett (2011). In the Netherlands, Koomen, Verschueren, van Schooten, Jak, and Pianta (2012) also examined the applicability of the STRS using confirmatory factor analysis (CFA).…”

Section: Measuring Teacher-child Relationshipsmentioning

confidence: 99%

Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

Fraire

Longobardi

Prino

et al. 2017

EJREP

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ResumenIntroducción . Un número creciente de estudios sugiere que la calidad de las relaciones entre maestros y niños es un factor determinante en la competencia de los niños, en el desarrollo socialemocional, en el funcionamiento de la conducta y en las habilidades académicas . La mayor parte de la investigación sobre las relaciones alumno-maestro se ha basado en estas percepciones de la relación.Un instrumento utilizado para evaluar estas percepciones es la Student-Teacher Relationship Scale (STRS). Hasta ahora, sólo unos pocos estudios se han centrado en la validez transcultural de la STRS.De momento, sólo un estudio ha examinado la validez factorial confirmatoria en los Estados Unidos.En el contexto europeo, otros investigadores han examinado y confirmado la aplicabilidad de la STRS en España, Grecia y en los Países Bajos.Método. El objetivo de este estudio es analizar la validez factorial de la Escala de relación profesoralumno (STRS) en un contexto escolar italiano formado por 1256 niños, con una edad comprendida entre los 3 y los 9 años y 210 profesores.Resultados. La estimación de las variables obtenidas a través del análisis factorial confirmatorio identifica ítems con cargas factoriales bajas, lo cual sugiere una revisión del contenido de dichos ítems en la versión original del STRS, que abarca 28 ítems. El análisis factorial evidencia que la eliminación de 6 ítems de la escala encaja bien con el modelo, lo cual indica que los restantes 22 ítems miden con validez y fiabilidad los constructos de la muestra entera: cercanía (α = .85), conflicto (α = .92) y dependencia (α = .69). Discusión y Conclusiones.Estas conclusiones se atribuirían a la diferencia entre los conocimientos culturales de los profesores italianos y el contexto cultural originario de la STRS. Este estudio otorga nuevos elementos para la investigación de la validez de constructo y la investigación sustantiva utilizando la STRS, dado que la STRS se utiliza extensivamente en intervención e investigación sobre educación infantil. Según los resultados obtenidos, el cuestionario resulta ser un instrumento válido para estudiar la relación profesor-alumno, ya sea como escala de monitorización de una relación dada, ya sea como método para ayudar a los profesores a conseguir una mayor conciencia de sus habilidades educativas.Palabras Clave: relación profesor-alumno, análisis factorial confirmatorio, STRS, psicología educativa. Recibido

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Examining factorial validity and measurement invariance of the Student–Teacher Relationship Scale

Cited by 40 publications

References 53 publications

Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Teacher Network of Relationships Inventory: Measurement invariance of academically at-risk students across ages 6 to 15.

Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

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