A Portuguese Version of the Student-Teacher Relationship Scale � Short Form

• Autores: Joana Nunes Patrício, M. Clara Barata, Maria Manuela Calheiros, João Daniel Graça
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 18, 2015, 12 págs.
• Idioma: inglés
• DOI: 10.1017/sjp.2015.29
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• Dialnet Métricas: 1 Cita
• Resumen

  • Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale � Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (a = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (?2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

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