Examining cross-cultural validity, in a european educational setting, of the student-teacher relationship scale

• Autores: Erica Sclavo, Laura Elvira Prino, Michela Fraire, Claudio Longobardi
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 2, Nº. 1, 2012, págs. 165-174
• Idioma: inglés
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• Resumen

  • The following study proposes a comparative analysis of the work carried out in Greece, Spain and Italy in relation to the process of adaptability and validation of the Student-Teacher Relationship Scale (Pianta, 2001). The questionnaire, originated within a US context, aims to evaluate the relationship teacher-pupil on the basis of the three, distinct dimensions of Closeness, Conflict and Dependency. Each study has been viewed taking into account methodology, analysis and conclusions:

    although differences have been registered in each section, our work has highlighted a strong uniformity within the structure itself of the instrument of study.

    All studies have shown similar consistency indexes, even though some changes had to be made to the questionnaire in order to adapt it to each given reality; such changes are in great part related to the scale of Dependency. Nevertheless, the efficiency of the questionnaire itself has been proved:

    the STRS scale offers valid and trustworthy psychometric characteristics and appears to be adequate for the in depth study of the relationship between a teacher and his/her pupils.