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Patrício, J., Barata, M., Calheiros, M. M. & Graça, J. (2015). A Portuguese version of the student-teacher relationship scale: short form. The Spanish Journal of Psychology. 18

J. N. Patrício et al.,  "A Portuguese version of the student-teacher relationship scale: short form", in The Spanish Journal of Psychology, vol. 18, 2015

@article{patrício2015_1715168136297,
	author = "Patrício, J. and Barata, M. and Calheiros, M. M. and Graça, J.",
	title = "A Portuguese version of the student-teacher relationship scale: short form",
	journal = "The Spanish Journal of Psychology",
	year = "2015",
	volume = "18",
	number = "",
	doi = "10.1017/sjp.2015.29",
	url = "http://dx.doi.org/10.1017/sjp.2015.29"
}

TY  - JOUR
TI  - A Portuguese version of the student-teacher relationship scale: short form
T2  - The Spanish Journal of Psychology
VL  - 18
AU  - Patrício, J.
AU  - Barata, M.
AU  - Calheiros, M. M.
AU  - Graça, J.
PY  - 2015
SN  - 1138-7416
DO  - 10.1017/sjp.2015.29
UR  - http://dx.doi.org/10.1017/sjp.2015.29
AB  - 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 (alpha =.84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (chi(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.
ER  -