Student-Teacher Relationship Scale

Pianta, Robert C.; Nimetz, Sheri L.

doi:10.1037/t11872-000

Cited by 552 publications

(969 citation statements)

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“…In the literature, the three-dimensional model of closeness, conflict, and dependency measured with the Student Teacher Relationship Scale (STRS) is dominant Pianta, 2001). Closeness is typically considered a positive relationship dimension, whereas conflict and dependency are considered negative relationship dimensions.…”

Section: Dependency In Teacher-child Relationshipsmentioning

confidence: 99%

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Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Spilt¹,

Vervoort²,

Verschueren³

2018

School Psychology Quarterly

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It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children’s school development. This might be especially observed among children with attachment problems who may have developed a profound sense of insecurity in relationships with others. In this study, the effects of dependency on children’s classroom and peer engagement were examined as well as the protective role of teacher sensitivity. The sample included 85 Belgian children with mild to severe attachment problems and 70 teachers from special education schools. Data on teacher sensitivity and teacher-child relationship quality (dependency, conflict, closeness) were collected in the first trimester of the school year using independent observations and teacher questionnaires respectively. Teachers also completed questionnaires on classroom engagement (independent classroom participation) and peer engagement (social withdrawal) in the first, second, and third trimester. Dependency was uniquely associated with lower levels of independent classroom participation. Moreover, low teacher sensitivity predicted declines in independent classroom participation among overly dependent children, whereas high teacher sensitivity predicted growth in independent classroom participation. Dependency and teacher sensitivity did not predict social withdrawal. This study highlights the importance of teachers being sensitive to the needs of overly dependent children to support the autonomous exploratory behavior of these children.

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Section: Dependency In Teacher-child Relationshipsmentioning

confidence: 99%

“…Dependency is characterized by a developmentally inappropriate degree of reliance on the teacher (Pianta, 2001). An overly dependent child constantly seeks out the teacher for attention and approval, and requests help and guidance when this is not needed.…”

Section: Teacher-child Dependency and Teacher Sensitivity Predict Engmentioning

confidence: 99%

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Spilt¹,

Vervoort²,

Verschueren³

2018

School Psychology Quarterly

View full text Add to dashboard Cite

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“…A total score (possible range = 15-75), is created by summing the 15 items, with higher scores indicating a better quality relationship. The STRS has good psychometric properties [30].…”

Section: B Measuresmentioning

confidence: 99%

“…Child-teacher relationship quality was measured at each time-point with the Student-Teacher Relationship ScaleShort Form [29], [30]. Teachers rated their perceptions of their relationship with the child on 15 items using a 5-point Likert scale ("definitely does not apply" to "definitely applies").…”

Section: B Measuresmentioning

confidence: 99%

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

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Abstract-This longitudinal study aimed to identify child, socio-demographic, family, and relationship factors associated with children's teacher relationship quality trajectories over the transition from preschool into school. A community sample of 636 Australian children were assessed in preschool, the first year, and second year of formal schooling. Teachers at all three assessments reported on child-teacher relationship quality. At preschool, teachers and parents reported on children's mental health difficulties and prosocial skills, and parents reported on family socio-demographic characteristics, stress, parenting styles, and parent-teacher relationships. Findings from latent-class growth modeling identified a 1) stable-high and 2) a moderate/declining child-teacher relationship trajectory. Logistic regressions found the strongest predictor of belonging to the moderate/declining relationship trajectory was the presence of teacher-rated preschool mental health difficulties. Children exposed to hostile-ineffective parenting were also more likely to experience a moderate/declining trajectory, whereas girls and children with more prosocial skills at preschool were less likely to have a moderate/declining trajectory. For children considered at-risk at preschool due to early mental health difficulties, prosocial skills and parental warmth appeared to protect them from the moderate/declining child-teacher relationship trajectory. Findings suggest that early-interventions focusing on fostering prosocial skills and positive parenting styles may help improve child-teacher relationships over time.

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“…In other instances, certain scales contained content that was critical to our conceptualization of TSR, but we changed the wording substantially. For instance, "I share an affectionate, warm relationship with this child" from the Student-Teacher Relationships Scale (STRS; Pianta, 2001) addresses closeness, an important sub-component of TSR. As it is worded, however, this item seemed inappropriate for use with older students, but we retained this general concept for the next step of the process.…”

Section: A "Typical" Survey Design Processmentioning

confidence: 99%

Measure Twice, Cut down Error: A Process for Enhancing the Validity of Survey Scales

Gehlbach

Brinkworth

2011

Review of General Psychology

197

175

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For years psychologists across many subfields have undertaken the formidable challenge of designing survey scales to assess attitudes, opinions, and behaviors. Correspondingly, scholars have written much to guide researchers in this undertaking. Yet, many new scales violate established best practices in survey design, suggesting the need for a new approach to designing surveys. This article presents 6 steps to facilitate the construction of questionnaire scales. Unlike previous processes, this one front loads input from other academics and potential respondents in the item-development and revision phase with the goal of achieving credibility across both populations. Specifically, the article describes how (a) a literature review and (b) focus group-interview data can be (c) synthesized into a comprehensive list to facilitate (d) the development of items. Next, survey designers can subject the items to (e) an expert review and (f) cognitive pretesting before executing a pilot test.

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Student-Teacher Relationship Scale

Cited by 552 publications

References 0 publications

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Measure Twice, Cut down Error: A Process for Enhancing the Validity of Survey Scales

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