Development and Validation of Measure on Student-Teacher Relationship in the Indian Context (original) (raw)
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Attachment in the student-teacher relationship as a factor of school achievement
Inovacije u nastavi, 2015
The purpose of this study was to find out how are the quality of student-teacher interaction and teachers' practices related with school achievement during the primary education. A sample of 366 students attending 4 th and 7 th grades from Belgrade primary schools participated in the study. We developed a questionnaire measuring seven dimensions of student-teacher attachment (Proximity seeking, Separation protest, Particularity, Safe haven, Secure base, Open communication, and Closeness), and six dimensions of teacher practices (Strict, Leadership, Instructional support, Helping/friendly, Conflict, and Dissatisfaction). The parallel versions of questionnaire, for class teacher in 4 th grade, and Math teacher in 7 th grade were developed. Based on exploratory factor analysis these dimensions were reduced on fewer number of factors. As educational outcomes, we measured students attitude towards school and learning and school marks. Factors Attachment to teacher, Instructional support, Positive emotional relationship with students, students' Positive attitudes towards school and learning and school marks were taken for structural equation modeling, for each grade separately. Results show that Attachment to teacher affects students Attitudes towards school and learning in both grades and school marks just in 4 th grade. In 4 th grade, quality of Instructional support and teachers' Positive relationship with students have effect on students' Attachment and directly, on school marks and students' Attitudes towards school and learning, respectively. In 7 th grade, quality of teachers' Instructional support has effect on Math marks, while teachers' Positive emotional relation with students affects students' Attachment and Math marks. Results are discussed in the light of the attachment to teacher and the quality of student-teacher socio-emotional interaction as factors that foster teaching and learning.
2021
Student-teacher Relationship is closely related to student's learning. Student-teacher relationship not only effect student's academic learning but also social and emotional success. Students who have close relationships with their teachers are more capable of school achievements than the students who don't have any close relationship with their teachers. This proposed study examined the key elements and factors of student-teacher relationship that affect student's learning using the STRS. The student-teacher relationship scale (STRS) is a scale designed by Piñata (1991). The scale is widely used to see the perceptions of teachers regarding their relationship with their students. The main aim of the study was to help and guide the pre-service and in-service teachers about the importance of student-teacher relationship. So, the Quantitative Research Design was used to study said phenomena. In quantitative research design data was
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.
Journal of Social Studies Education Research, 2018
This study examined the practices involved in student-teacher relationship vis-a-vis its correlational effect on academic performance of secondary school students in an attempt to proffer a lasting solution to the lingering problems affecting student performance in Nigeria. Descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria, 300 respondents were selected from the sampled schools using homogeneous sampling. Two self-designed instruments namely; “Student-Teacher Relationship Questionnaire (STRQ) and Students Academic Performance Questionnaire (SAPQ)” were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed that there was a sign...
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.
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. This affords students' relational power over teachers possibly invoking a unique form of attachment dependence and responding in some teachers. Data reported in this paper were drawn from a larger research project which asked 11 questions about the nature of the teacher-student relationship. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined using the Experience in Close Relationships Questionnaire (ECR). Significant differences were found for teacher type (elementary versus secondary), experience, age and gender. Implications for classroom relationships, management and teacher education are discussed.
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.
Factors Affecting College Teacher-Student Relationship: A Case Study of a Govt College in Bangladesh
Anatolian Journal of Education, 2023
Although a growing number of studies focused on the teacher-student relationship in a school context, little research on this issue in a college context is evident in the literature. Even no studies till now focus on factors that affect college teacher-student relationships. This study attempted to explore this issue and the significance of the teacher-student relationship for students. Data for the quantitative phase came from 157 undergraduate, graduate, and postgraduate students from Government Brojomohun College, Bangladesh, who voluntarily participated in a Google-based survey questionnaire posted on Facebook groups; data for the qualitative phase came from eight students who participated in a semi-structured interview via the Zoom platform, using convenience sampling. The findings revealed that the teachers' characteristics and ages, pedagogy, friendlier approach, attitude, students' characteristics, positive and negative experiences, and cultural similarities affect students to make relationships with teachers. However, neither the age nor the sex of the students has any effect on the college teacher-student relationship. Besides, college students value the teacher-student relationship as an influential element for their classroom engagement, academic attainment, college adaptability, relatedness with the educational atmosphere, reduction of disruptive behaviour and dropout tendency.
Journal of Social Studies Education Research, 2018
This study examines the practices involved in student-teacher relationships vis-à-vis its correlational effect on academic performance of secondary school students in an attempt to suggest solutions to the lingering problems affecting secondary school students' academic performance in Nigeria. A descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria. Through homogenous sampling, 300 respondents were selected from the sampled schools. Two self-designed instruments, the " Student-Teacher Relationship Questionnaire (STRQ) " and the " Students Academic Performance Questionnaire (SAPQ) " were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed a significant correlation between the student-teacher relationships and academic performance of students in secondary schools. It also indicated that classroom engagement and motivation were significantly related to students' academic performance. The study recommends that teachers should be regularly trained and equipped with classroom engagement skills, and that they should furthermore be equipped through development programmes to develop various motivational strategies for better students' academic performance, among others.