NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867261
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1522-7227
Further Examination of the Convergent and Discriminant Validity of the Student-Teacher Relationship Scale
Doumen, Sarah; Verschueren, Karine; Buyse, Evelien; De Munter, Sofie; Max, Kristel; Moens, Loth
Infant and Child Development, v18 n6 p502-520 Nov-Dec 2009
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.)
Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale