Research has highlighted the importance of the quality of the teacher-student relationship in fostering more positive developmental and academic outcomes for students. The aim of the study is to validate an Italian short form of the Student Perception of Affective Relationship with Teacher Scale (SPARTS) in an Italian cultural context. A sample of 1,700 students aged 8-15 years (F=47.8%; mean age =10.25, SD=1.38) was recruited from 24 Italian public schools. They completed an anonymous questionnaire that included the SPARTS, sociodemographic data, grade point average, and a measure of psychological adjustment. Our data suggest that the Italian version of the SPARTS has good psychometric properties. In particular, our study provides evidence for the validity of the two-factor model SPARTS (i.e., closeness and conflict dimensions). In addition, our study demonstrates adequate internal consistency of the two subscales (closeness and conflict) and criterion validity of the subscales; specifically, closeness to the teacher is positively related to prosocial behaviors and positive academic outcomes, whereas closeness has a negative correlation with emotional and behavioral symptoms and difficulties. In contrast, our results suggest that the conflict dimension is negatively correlated with prosocial behaviors and academic achievement and positively correlated with emotional symptoms and behavioral difficulties. Our data suggest the usefulness of SPARTS as a measure to assess the quality of student-teacher relationships.
MEASURING AND VALIDATING THE STUDENT PERCEPTION OF AFFECTIVE RELATIONSHIP WITH TEACHER SCALE (SPARTS) IN ITALIAN PRE-ADOLESCENT
Longobardi C.;Gastaldi F. G. M.;Fabris M. A.;Settanni M.
2023-01-01
Abstract
Research has highlighted the importance of the quality of the teacher-student relationship in fostering more positive developmental and academic outcomes for students. The aim of the study is to validate an Italian short form of the Student Perception of Affective Relationship with Teacher Scale (SPARTS) in an Italian cultural context. A sample of 1,700 students aged 8-15 years (F=47.8%; mean age =10.25, SD=1.38) was recruited from 24 Italian public schools. They completed an anonymous questionnaire that included the SPARTS, sociodemographic data, grade point average, and a measure of psychological adjustment. Our data suggest that the Italian version of the SPARTS has good psychometric properties. In particular, our study provides evidence for the validity of the two-factor model SPARTS (i.e., closeness and conflict dimensions). In addition, our study demonstrates adequate internal consistency of the two subscales (closeness and conflict) and criterion validity of the subscales; specifically, closeness to the teacher is positively related to prosocial behaviors and positive academic outcomes, whereas closeness has a negative correlation with emotional and behavioral symptoms and difficulties. In contrast, our results suggest that the conflict dimension is negatively correlated with prosocial behaviors and academic achievement and positively correlated with emotional symptoms and behavioral difficulties. Our data suggest the usefulness of SPARTS as a measure to assess the quality of student-teacher relationships.
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