Teachers’ and children’s perceptions about their relationships: examining the construct of dependency in the Greek sociocultural context (original) (raw)
2020, Attachment & Human Development
The main purpose of this study is to examine teachers' and children's perceptions of dependency, and their linkages with other relationship dimensions, in a cultural context with a more collectivistic orientation (i.e., the Greek educational context). Additional purposes were to examine the factorial validity and reliability of the Greek version of the Child Appraisal of Relationship with Teacher Scale (CARTS) and the convergence between teachers' and children's perceptions of relationship quality. Participants were 348 kindergarten students (171 male, 177 female) and 35 teachers (all female) from 35 public classrooms in North and South Greece. The measures used in this study were the Student-Teacher Relationship Scale (STRS) and the CARTS. Results verified the factorial validity of the Greek version of CARTS by confirming the three-factor structure of the scale. Results also confirmed the internal consistency of the Greek CARTS. In addition, results replicated previous findings suggesting a positive association between Closeness and Dependency in both teachers' and children's perceptions. Finally, results showed significant multivariate association between teachers' and children's perceptions about their relationships. The finding about the positive association between closeness and dependency in both teachers' and children's perceptions in a cultural context with a more collectivistic orientation, challenges the cultural universality of the construct of dependency and highlights the need for a more in-depth examination of the construct of dependency. For example, future studies should test the measurement equivalence of dependency across two countries with an individualistic and a collectivistic context.
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