Further Examination of the Convergent and Discriminant Validity of the Student-Teacher Relationship Scale

Autor/inn/en	Doumen, Sarah; Verschueren, Karine; Buyse, Evelien; De Munter, Sofie; Max, Kristel; Moens, Loth
Titel	Further Examination of the Convergent and Discriminant Validity of the Student-Teacher Relationship Scale
Quelle	In: Infant and Child Development, 18 (2009) 6, S.502-520 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.635
Schlagwörter	Conflict; Validity; Preschool Children; Kindergarten; Measures (Individuals); Psychometrics; Teaching Methods; Multitrait Multimethod Techniques; Teacher Student Relationship; Evaluators; Evaluation Methods; Correlation; Student Attitudes; Teacher Attitudes; Foreign Countries; Belgium; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Konflikt; Gültigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Psychometry; Psychometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Schülerverhalten; Lehrerverhalten; Ausland; Belgien
Abstract	Two studies extended psychometric research on the Student-Teacher Relationship Scale (STRS) with kindergarten and preschool children (N[subscript 1] = 60-7[subscript 1]; N[subscript 2] = 35) and their teachers. These studies used a multi-method approach to replicate and extend previous findings concerning the convergent validity of the STRS Closeness, Conflict, and Dependency scale and to further examine the discriminant validity of the STRS. Study [subscript 1] investigated convergence between the STRS scales and child- and peer-reports of the same constructs based on a multi-trait multi-method approach. Study [subscript 2] examined the pattern of associations between the STRS and indicators of teacher-child relationship quality rated by external observers. Support was found for the convergent validity and to a lesser extent the discriminant validity of the STRS Closeness and Conflict scale. For the STRS Dependency scale, additional research remains necessary. (Contains 5 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10