The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (STRS; Fraire et al., 2013). The analyses were conducted on 1256 students and 210 teachers. The STRS is a self-report measure assessing teachers' perception of the quality of their relationship with students ranging from preschool to third grade. The items were selected from the original Italian adaptation of the regular STRS (Pianta, 2001) through Rasch (1960/1980) analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (eight items) and Closeness (six items). Results indicate that the 14-item instrument shows good internal consistency (α>0.80), high correlations with the scales from the regular STRS (r > 0.90) and equivalence across gender.

Development and psychometric analysis of the student-teacher relationship scale - Short form

SETTANNI, Michele;LONGOBARDI, CLAUDIO;SCLAVO, Erica;FRAIRE, MICHELA;PRINO, LAURA ELVIRA
2015

Abstract

The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (STRS; Fraire et al., 2013). The analyses were conducted on 1256 students and 210 teachers. The STRS is a self-report measure assessing teachers' perception of the quality of their relationship with students ranging from preschool to third grade. The items were selected from the original Italian adaptation of the regular STRS (Pianta, 2001) through Rasch (1960/1980) analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (eight items) and Closeness (six items). Results indicate that the 14-item instrument shows good internal consistency (α>0.80), high correlations with the scales from the regular STRS (r > 0.90) and equivalence across gender.
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http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00898/full
Educational psychology; Rasch analysis; STRS; Teacher-child relationship; Validity; Psychology (all)
Settanni, Michele; Longobardi, Claudio; Sclavo, Erica; Fraire, Michela; Prino, Laura E.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1579204
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