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

Fraire, Michela; Longobardi, Claudio; Prino, Laura Elvira; Sclavo, Erica; Settanni, Michele

doi:10.25115/ejrep.31.1591

Cited by 3 publications

(4 citation statements)

References 29 publications

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“…The STRS (Fraire, Longobardi, Prino, Sclavo, & Settanni, ; Pianta, ; Settanni, Longobardi, Sclavo, Fraire, & Prino, ) assesses “a teacher's feelings about his or her relationship with a student, the student's interactive behavior with the teacher, and a teacher's beliefs about the student's feelings toward the teacher” (Pianta, , p. 1). This scale is a self‐report instrument consisting of 28 items developed with reference to attachment theory, especially the attachment Q‐set (Waters & Deane, ).…”

Section: Methodsmentioning

confidence: 99%

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The student–teacher relationship quality in children with selective mutism

Longobardi

Badenes‐Ribera

Gastaldi

et al. 2018

Psychology in the Schools

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Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.

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Section: Methodsmentioning

confidence: 99%

“…The scale presents three factors, identified as the Conflict, Closeness, and Dependency subscales. The original instrument by Pianta has been adapted and validated for the Italian context (Fraire et al, 2013). This study used the STRS Short Form validated for the Italian context (Settanni et al, 2015).…”

Section: Student-teacher Relationship Scale (Strs)mentioning

confidence: 99%

The student–teacher relationship quality in children with selective mutism

Longobardi

Badenes‐Ribera

Gastaldi

et al. 2018

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

show abstract

“…The CFI difference between models was preferred as an indicator of invariance, as it is less sensitive to sample size and more sensitive to lack of variance than chi-square (χ 2 ) statistics (Meade et al, 2008). Multi-level MGCFA analyses were performed with Mplus v.8.4 (Muthén & Muthén, 1998-2017 using the weighted least square mean variance (WLSMV) estimator. The WLSMV estimator is appropriate for ordered categorical data and produces accurate parameter estimates (DiStefano & Morgan, 2014).…”

Section: Statistical Analysesmentioning

confidence: 99%

Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context

Stensen

Lydersen

Ranøyen

et al. 2023

Journal of Psychoeducational Assessment

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The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples ( N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.

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“…Student-teacher relationship which defined as a meaningful and developing emotional and relational connection between students and teachers as a result of prolonged interactions (Fraire, Longobardi, Prino, Sclavo, & Settanni, 2013;Longobardi, Prino, Marengo, & Settanni, 2016in Longobardi, Iotti, Jungert, & Settanni, 2018) is known to be vital for fostering students' interpersonal skills (Donohue, Perry, & Weinstein, 2003). Students who consider both teachers and other school staffs support them are more likely to show a positive attitude by seeking help when there is bullying and threats of violence.…”

Section: Introductionmentioning

confidence: 99%

Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator

Rizkyanti

Wahyuni

Alatas³

2021

EJREP

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Introduction. Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school. Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale. Results. The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role. Discussion and Conclusion. These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools.

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

Abstract: Introduction. A growing body of literature suggests that the quality of teacher-child rela-

Cited by 3 publications

References 29 publications

The student–teacher relationship quality in children with selective mutism

The student–teacher relationship quality in children with selective mutism

Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context

Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator

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