Evaluating the Student-Teacher Relationship Scale in Italian Young Children: An Exploratory Structural Equation Modeling Approach

Sette, Stefania and Zuffianò, Antonio and Lucidi, Fabio and Laghi, Fiorenzo and Lonigro, Antonia and Baumgartner, Emma (2016) Evaluating the Student-Teacher Relationship Scale in Italian Young Children: An Exploratory Structural Equation Modeling Approach. Journal of Psychoeducational Assessment. ISSN 0734-2829

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Abstract

The study analyzed the factorial and concurrent validity of the Student-Teacher Relationship Scale (STRS) using an Exploratory Structural Equation Modeling (ESEM) approach. Participants were 368 Italian children aged 3 to 6 (M = 4.60, SD = 0.98). The three-factor ESEM solution fit the data better than the classical confirmatory factor analysis (CFA) model and the measurement invariance of the scale was confirmed across sex and age (3-4 vs. 5-6 years) groups. The concurrent validity of the STRS was investigated within the ESEM approach using children’s social behaviors as validity criteria. Findings supported the goodness of ESEM over CFA and attested to the validity of the STRS to understanding the teacher-child relationship quality in young children.

Item Type:	Article
Additional Information and Comments:	This is the author's post peer review version of an article, the final version will appear in the Sage Publications journal "Journal of Psychoeducational Assessment".
Keywords:	teacher–child relationships, STRS, ESEM, measurement invariance, young children
Faculty / Department:	Faculty of Human and Digital Sciences > School of Psychology
Depositing User:	Antonio Zuffiano
Date Deposited:	27 Oct 2016 13:57
Last Modified:	18 Feb 2018 23:21
URI:	https://hira.hope.ac.uk/id/eprint/1749

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