The Inventory of Teacher-Student Relationships: Factor Structure, Reliability, and Validity among African American Youth in Low-Income Urban Schools

Autor/inn/en	Murray, Christopher; Zvoch, Keith
Titel	The Inventory of Teacher-Student Relationships: Factor Structure, Reliability, and Validity among African American Youth in Low-Income Urban Schools
Quelle	In: Journal of Early Adolescence, 31 (2011) 4, S.493-525 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431610366250
Schlagwörter	African American Students; Urban Schools; Low Income; Validity; Factor Structure; Factor Analysis; Youth; Teacher Student Relationship; Reliability; Trust (Psychology); Alienation; Goodness of Fit; Scores; Correlation; Student Adjustment; Emotional Adjustment; Measures (Individuals); Elementary School Students; Elementary School Teachers; Illinois + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Niedriglohn; Gültigkeit; Faktorenstruktur; Faktorenanalyse; Jugend; Jugendlicher; Jugendalter; Teacher student relationships; Lehrer-Schüler-Beziehung; Reliabilität; Entfremdung; Korrelation; Adjustment; Adaptation; Emotionale Anpassung; Messdaten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study investigates the factor structure, reliability, and validity of the Inventory of Teacher-Student Relationships (IT-SR), a measure that was developed by adapting the widely used Inventory of Parent and Peer Attachments (Armsden & Greenberg, 1987) for use in the context of teacher-student relationships. The instrument was field tested with a sample of African American students from low-income backgrounds (N = 171). An exploratory factor analysis was estimated with a randomly selected half of the sample. Three factors pertaining to Communication, Trust, and Alienation in relationships emerged. A confirmatory factor analysis was run on the remainder of the sample. Goodness-of-fit indices indicated that the three factor structure fit the data reasonably well. Scores on each of the three factors correlated with scores on other, existing measures of teacher-student relationship quality as well as with indicators of emotional, behavioral, and school-related adjustment. Implications for research on teacher-student relationships are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10