Artigo em revista científica Q2
A Portuguese version of the student-teacher relationship scale: short form
Joana Patrício (Patrício, J.); Maria Barata (Barata, M.); Maria Manuela Calheiros (Calheiros, M. M.); João Graça (Graça, J.);
Título Revista
The Spanish Journal of Psychology
Ano
2015
Língua
Inglês
País
Estados Unidos da América
Mais Informação
Web of Science®

N.º de citações: 0

(Última verificação: 2019-06-17 19:23)

Ver o registo na Web of Science®

Scopus

N.º de citações: 0

(Última verificação: 2019-06-13 02:30)

Ver o registo na Scopus

Abstract/Resumo
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.
Agradecimentos/Acknowledgements
--
Palavras-chave
Student-teacher relationship,Demographic variables,Scale analysis,Validation,Psychometrics
  • Psicologia - Ciências Sociais
Registos de financiamentos
Referência de financiamento Entidade Financiadora
303242 Comissão Europeia
UID/PSI/03125/2013 Fundação para a Ciência e a Tecnologia