Assessing Child - Teacher Relationships (original) (raw)
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Assessing Child-Teacher Relationships: A Review Study
2016
ARTICLE INFO Understanding and documenting how young children negotiate their relationships with their teachers is crucial, considering that early teacher- student relationships have important long-term implications for children's school success (Hamre & Pianta, 2001). However, the existing studies on teacher-child relationships focus primarily on the teacher's perception of the relationship and have predominantly relied on the STRS, a 28-item teacher self-reported Likert-type (5-point) scale developed to assess a teacher's feelings about her or his relationship with a particular student, her or his beliefs about the student's feelings toward the teacher, and a student's interactive behaviors with the teacher (Pianta, 2001; Saft, 1994). The majority of the evidence about the teacher-student relationship comes from studies conducted in the United States (e.g., Birch & Ladd, 1998; Hamre & Pianta, 2001; Pianta & Nimetz, 1991).Therefore, an examination of the cultura...
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] = .902, root mean square error of approximation [RMSEA] = .066). The fit of the model was further improved by adding 2 error covariances (CFI = .931, RMSEA = .056). Cronbach’s alpha coefficient showed adequate internal consistency for Closeness (α = .72) and Conflict (α = .82). In addition, there was a moderate negative association between the 2 subscales (r = –.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.
Teacher Characteristics and the Quality of Child–Teacher Relationships
Journal of School Psychology, 2000
The purpose of this study was to examine certain characteristics of teachers (e.g., ethnicity, gender, relationship history) and children (e.g., gender, ethnicity) that are unique to the child-teacher relationship. One hundred thirty-eight preservice teachers reported on their relationship with 903 students in kindergarten through fifth grade. Results indicated that the preservice teachers' perceived attachment history was a significant predictor of the quality of child-teacher relationships as reported by the teacher. Gender and ethnic differences were found in teachers' reports of the quality of relationships with students. Results are examined in terms of their relation to theory concerning child-adult relationships and their practical significance. Implications for teacher education are also discussed.
Journal of Applied Developmental Psychology, 2010
The psychometric qualities of two instruments that measure children's perceptions of teacher-child relationships were evaluated in a sample of kindergartners (N = 150): The Young Children's Appraisals of Teacher Support (Y-CATS) and the Kindergartner-Teacher Interaction Computer (KLIC) test. On the Y-CATS, children judged propositions on a dichotomous response format. On the KLIC, children evaluated pictures according to a two-step response procedure to obtain a 4-point scale. Furthermore, these instruments were employed to explore gender differences in the associations between the teacher-child relationship and indices of maladaptive behavior. Teachers completed measures of relationship quality and children's behavior problems. A three-dimensional structure of the Y-CATS (Warmth, Conflict, and Autonomy Support) was found, whereas the KLIC's structure was unidimensional. The KLIC showed high reliability but stronger evidence was obtained for the validity of the Y-CATS. Consistent with attachment-based research, the results indicated that children display gender-typical problem behavior when having non-close teacher-child relationships.
International Journal of Developmental and Educational Psychology, 2012
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 . 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.
Kindergarten Students’ Understanding of the Quality of Their Relationship with Their Teacher
European Journal of Education Studies
Teacher-child relationships in early childhood are increasingly considered as a prerequisite for children’s development. The Child Appraisal of the Relationship with the Teacher Scale (CARTS) (Vervoot, Doumen, & Verschueren, 2015) is a new multidimensional measure that evaluates the quality of teacher-child relationships from the children’s perspective. The purpose of this study was to confirm the factor structure of the Dutch version of CARTS in the Greek context, to describe the perceptions of young children about their relationship with their teachers and to examine whether child’s age, gender, and ethnicity contribute to this relationship. In total, 366 children (Mage= 5.4) from 36 kindergarten of Greece participated in this study. Results supported the construct validity of the CARTS scale. CFA implementation, consistent with attachment-based research revealed the three dimensions of the teacher-children relationships, Closeness, Dependency and Conflict. Supportive and warmth r...
Teacher-child relationships in Turkish and United States schools: A cross-cultural study
Recent educational research utilising Bowlby's attachment theory has focused on children's interpersonal relationships with their teachers. Research in this area has indicated that the security of the teacher-child relationship influences children's development in many of the same ways as secure parent-child attachments. The purpose of this study is to examine and compare a United States and Turkish sample of teachers and their perceived relationships with their students. It was hypothesised that because teachers in the United States receive more information related to the developmental needs of children, they would be more sensitive to the need for closeness in teacher-child relationships. Results indicate that, in fact, Turkish teachers report less conflict and more closeness to their students than did United States teachers.
2000
The psychometric qualities of two instruments that measure children's perceptions of teacher-child relationships were evaluated in a sample of kindergartners (N = 150): The Young Children's Appraisals of Teacher Support (Y-CATS) and the Kindergartner-Teacher Interaction Computer (KLIC) test. On the Y-CATS, children judged propositions on a dichotomous response format. On the KLIC, children evaluated pictures according to a two-step response procedure to obtain a 4-point scale. Furthermore, these instruments were employed to explore gender differences in the associations between the teacher-child relationship and indices of maladaptive behavior. Teachers completed measures of relationship quality and children's behavior problems. A three-dimensional structure of the Y-CATS (Warmth, Conflict, and Autonomy Support) was found, whereas the KLIC's structure was unidimensional. The KLIC showed high reliability but stronger evidence was obtained for the validity of the Y-CATS. Consistent with attachment-based research, the results indicated that children display gender-typical problem behavior when having non-close teacher-child relationships.
Patterns of teacher-child relationships quality: Young children’s perspectives
2020
Examining children’s perspectives about the quality of teacher-child relationships can contribute significantly to our understanding of how the quality of these relationships is developed. The Child Appraisal of the Relationship with the Teacher Scale (CARTS) is a newly developed measure that assesses the quality of teacher-child relationships from children’s perspectives. The purpose of this study was a) to confirm the factor structure of the Greek version of CARTS, b) to examine whether any patterns of teacher-child relationships exist, and c) if they are associated with children’s gender and age. The sample consisted of 365 preschool children from Greece. Results confirmed the construct validity of the CARTS scale. Consistent with attachment-based research, results revealed four types of teacher-child relationships. In addition, results showed that patterns of teacher-child relationships based on children’s perspectives, similar to those of teachers’ perspectives, are existent fr...