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ERIC Number: EJ814174
Record Type: Journal
Publication Date: 2008-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1040-9289
Measuring Teacher-Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student-Teacher Relationship Scale-Short Form
Tsigilis, Nikolaos; Gregoriadis, Athanasios
Early Education and Development, v19 n5 p816-835 Sep 2008
Research Findings: The present study was designed to examine the factorial validity of the Student-Teacher Relationship Scale-Short Form (STRS-SF; R. C. Pianta, 2001) and its invariance across gender in the Greek educational context. The STRS-SF comprises 15 items that measure 2 dimensions of teacher-child relationships: Closeness and Conflict. Fifty-six kindergarten teachers completed the STRS-SF about their students (n = 336). A 2-factor model with correlated latent factors was postulated and tested. Confirmatory factor analysis procedures showed marginal fit to the data (comparative fit index [CFI] = 0.902, root mean square error of approximation [RMSEA] = 0.066). The fit of the model was further improved by adding 2 error covariances (CFI = 0.931, RMSEA = 0.056). Cronbach's alpha coefficient showed adequate internal consistency for Closeness ([alpha] = 0.72) and Conflict ([alpha] = 0.82). In addition, there was a moderate negative association between the 2 subscales (r = -0.38). Examination of STRS-SF invariance showed that it was manifested in the same way across gender. Practice or Policy: The findings of the present study, which was conducted in a cultural context different from the one in which the STRS-SF was developed, seem to support the instrument's factorial validity and equivalence across gender. (Contains 3 tables, 1 figure and 2 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale