AN APPLICATION OF STUDENT-TEACHER RELATIONSHIP SCALE (STRS) AT HIGHER SECONDARY LEVEL IN MIRPUR AZAD JAMMU AND KASHMIR (original) (raw)
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Frontiers in Psychology, 2019
Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is a self-report measure estimating students' perceptions of their relationship with teachers. The study was applied among adolescents in grades 7-11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student-teacher relationships.
Development and Validation of Measure on Student-Teacher Relationship in the Indian Context
Frontiers in Education, 2022
The notion that the student-teacher relationship is quintessential for the holistic development and success of students has been well established through various research. A considerable number of studies have been conducted in western countries, and various scales have been developed to measure student-teacher relationship. These scales have been extended to various cultural contexts. However, few studies have been found to focus on the suitability and applicability of these scales and theories of student-teacher relationship in the Indian context. In the western context, most of the studies on the student-teacher relationship were based on the attachment theory. In the context of Indian culture, student-teacher relationship functions beyond the boundaries of attachment theory. It is well acknowledged that Indian culture differs vastly from other cultures. Given the uniqueness of Indian culture, the present study advocated that nature of student-teacher relationship in the Indian c...
Development and psychometric analysis of the student–teacher relationship scale–short form
ThepurposeofthisstudyistheconstructionandvalidationofanItalianShortFormversionoftheStudent–TeacherRelationshipScale(STRS;Fraireetal.,2013).Theanalyseswereconductedon1256studentsand210teachers.TheSTRSisaself-reportmeasureassessingteachers’perceptionofthequalityoftheirrelationshipwithstudentsrangingfrompreschooltothirdgrade.TheitemswereselectedfromtheoriginalItalianadaptationoftheregularSTRS(Pianta,2001)throughRasch(1960/1980)analysis,whichallowedustoidentifyasubsetofitemswithprovenpsychometricproperties.TheSTRS-SFconsistsoftwosubscales:Conflict(eightitems)andCloseness(sixitems).Resultsindicatethatthe14-iteminstrumentshowsgoodinternalconsistency(α>0.80),highcorrelationswiththescalesfromtheregularSTRS(r>0.90)andequivalenceacrossgender.
JASS, 2018
This study was designed to explore the-student-teacher relationship: an analysis of the perception of sixth-grade students in the elementary private and public school of Lahore city.‖ A mixed method design was utilized (an explanatory method); a sort of plan that helps the researcher to compose qualitative information with an end goal to clarify the quantitative information. The participants in this investigation were sixth-grade students, for the most part, 11 to 12 years old, which were selected randomly. Through the Class Maps Survey (CMS), quantitative information was gathered. Quantitative data was based on measure of academic achievement (two terms test results) & Class Map survey (CMS Questionnaire). The qualitative, information was collected by semi-organized lineup interviews with 20 students who had also completed the CMS. The findings suggested that those students who have a positive and strong relationship with their teacher tend to achieve their educational goals successfully.
The reliability-validity studies for the Student-Teacher Relationship Scale (STRS)
European Journal of Research on Education, 2014
The purpose of this study is to conduct reliability-validity studies of the Student-Teacher Relationship Scale (STRS). The study is a survey for scale's adaptation to measures language equivalence, reliability and validity of the STRS in Turkish. The original scale was developed by Pianta to measure a teacher's perception of his or her relationship with a particular student. The STRS is the only self-report measure that assesses a teachers' perception of his or her relationship with a particular student, from preschool to Grade 3. The STRS measures student-teacher relationship patterns in terms of conflict, closeness, and dependency, as well as the overall quality of the relationship. The 28-item scale is a 5-point likert-type measuring instrument. The Turkish version of the scale was applied to the teachers of 280 preschool children and primary school students and the validity and reliability of the scale were tested. The STRS was translated into Turkish by five experts who were competent in both languages, English and Turkish. Translations made by the experts were compared and some changes were made in terms of cultural meaning and linguistic rules. Another expert who was competent in Turkish and English languages translated the scale back to English. The original and the Turkish translation of the scale were compared by the researchers and the final form of the Turkish version was completed. Statistics of internal consistency coefficients (Cronbach Alpha), factor analysis, and test re-test reliability were calculated for validity and reliability of the STRS as whole scale and its subscales.
The purpose of the study was to investigate the impact of Students-Teachers Relationship on students; academic achievements at Secondary level in Khyber Pakhtunkhwa. Population of the study was comprised of all the teachers and students of Government secondary schools in Khyber Pakhtunkhwa. All the teachers and students of Govt: secondary schools of Southern districts was comprised the target population of the study. The sample of the study was consisted of 300 (150 teachers & 150 students) respondents. The researcher selected the respondents through simple random sampling technique. The collected data were entered in SPSS-17 for analysis. that teachers seem to be agreeing while students seem to be less agreeing with the statement " teacher demonstrates personal knowledge to the students ". However moderate significant differences were found between teacher and students views. regarding the statement. There is significant correlation between students " marks and availability dimension, while there is slight correlation between students " marks and connectivity, communication and total score dimensions.There is significant correlation between connectivity , availability, communication and total score, while there is low correlation between connectivity and communication, moderate correlation between connectivity and availability and high correlation between connectivity and total score.
International Journal of Psychosocial Rehabilitation, 2020
This study seeks to create understanding on the significance between the relationship between teachers and students in an academic set up. The research has used a simple random sampling method to determine a population sample of 200 respondents. This sample size consisted of 100 students and 100 teachers. Data was collected by use of questionnaire forms and interviews. After collecting the primary data, the data was subjected into quantitative analysis using various statistical methods so as to get understanding of the topic which was being investigated. Based on the research, it was realized that there is a positive correlation between teach-student relationship and academic performance. This means that positive relationship between teachers and students improve the performance of students. On the other hand, negative relationship between teachers and students deteriorate the performance of students. It was also realized that learners find it easy to share with teachers the predicaments they undergo when there is a positive relationship. However, in a situation where teachers do not show any concern to students, academic performance usually deteriorates because students are not in close intimacy with the teachers. Therefore, the study recommended that teachers should devise mechanism of developing a positive relationship with students so as to address their needs including those associated with academic performance.
THE IMPORTANCE OF STUDENT-TEACHER RELATIONSHIP IN SCHOOLS
The teacher-student relationship is very important for children and adolescents for improving their mental health. Children spend around 5 to 7 hours a day with a teacher for almost 10 months a year. All of us have gone through schooling, and we have had a many number of favourite teachers. A positive relationship between the student and the teacher is difficult to set up, but can be originate for both individuals at either end. Improving students' relationships with teachers has essential, constructive and long-lasting implications for students' academic and social development. have exposed Positive teacher-student relationships -evidenced by teachers' reports of low conflict, a high degree of intimacy and support, and little dependency -have been shown to support students' adjustment to school, add to their social skills, uphold academic performance, and foster students' resiliency in academic performance.
Students' Views of Teacher-Student Relationships in the Primary School
2008
This study investigated teacher-student relationships from the students' point of view at Perth metropolitan schools in Western Australia. The study identified three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication Skills. Data were collected by questionnaire (N=139) with stem-items answered in two perspectives: (1) Actual: This is what does happen and (2) Idealistic: this is what I wish would happen, using four ordered response categories: not at all (score 1), some of the time (score 2), most of the time (score 3), and almost always (score 4). Data were analysed with a Rasch measurement model and a uni-dimensional, linear scale with 20 items (2 times 10 stem items), ordered from easy to hard, was created. The data were shown to be highly reliable, so that valid inferences could be made from the scale. The Person Separation Index (akin to a reliability index) was 0.90; there was good global student and item fit to the measurement model; there was good item fit; the targeting of the item difficulties against the student measures was good, and the response categories were answered consistently and logically. The difficulties of the items strongly supported the conceptualised structure of the variable. This study shows that research into teacher-student relationships is made possible using modern methods of measurement, and by considering primary students' points of view.
A STUDY ON TEACHER-STUDENT RELATIONSHIP AND ITS IMPACT ON BEHAVIOUR OF STUDENTS
Parents and teachers must play a major role in maintain & control the children absolutely by their ethical & suitable approaches. Teachers in school as well as parent at home, often surprise how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or reciprocate with them. It is also a great responsibility of the teacher in school to have actual approach towards students. If not there are possibilities in exchange of behaviour among students & guidance to several problems. For example, frequent episodes of fighting, academic backwardness, substance abuse; antisocial or elementary activities, destructive behaviour and change in attitude in students are much more important than incommunicable episodes of the same activities. Other cautioning symbol includes deterioration of achievement at school and running away from home. This research paper's purpose is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its brunt to bring positive as well as negative behaviour change in the students. The study has describe that students are often facing emotional problems by the indirect approach of the teachers.