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Evaluating the Student-Teacher Relationship Scale in the Greek Educational Setting: An Item Parcelling Perspective

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Title: Evaluating the Student-Teacher Relationship Scale in the Greek Educational Setting: An Item Parcelling Perspective
Language: English
Authors: Tsigilis, Nikolaos, Gregoriadis, Athanasios (ORCID 0000-0002-3026-6614), Grammatikopoulos, Vasilis
Source: Research Papers in Education. 2018 33(4):500-512.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Descriptors: Foreign Countries, Rating Scales, Teacher Student Relationship, Measures (Individuals), Correlation, Cultural Influences, Factor Analysis, Test Validity, Social Influences, Kindergarten, Early Childhood Education, Statistical Analysis, Factor Structure, Affective Behavior
Geographic Terms: Greece
Assessment and Survey Identifiers: Student Teacher Relationship Scale
DOI: 10.1080/02671522.2017.1353675
ISSN: 0267-1522
Abstract: The Student-Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher-child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent-child and teacher-child relationships. The purpose of this study was to examine the dimensional structure of the adapted STRS proposed by Koomen et al. (2012) in the Greek educational settings. Another purpose was to examine the intercorrelations of the Dependency subscale with the Closeness and Conflict subscales of the adapted version of STRS, when applied in a cultural context different from the context, where it was developed originally. We applied confirmatory factor analyses with item parcelling in two independent samples (N[subscript 1] = 118 teachers, 921 students and N[subscript 2] = 118 teachers, 925 students). Findings provided evidence for the dimensional structure of the adapted STRS subscales and its validity. Results also showed that the Dependency subscale is positively correlated with Closeness in Greece as a background with more collectivistic characteristics. This finding suggests that the cultural universality of dependency can be challenged and that the possible socio-cultural influences in the nature and interpretation of dependent relationships needs to be further examined.
Abstractor: As Provided
Number of References: 46
Entry Date: 2018
Accession Number: EJ1184502
Database: ERIC
FullText Text:
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  Data: Evaluating the Student-Teacher Relationship Scale in the Greek Educational Setting: An Item Parcelling Perspective
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  Data: <searchLink fieldCode="AR" term="%22Tsigilis%2C+Nikolaos%22">Tsigilis, Nikolaos</searchLink><br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3026-6614">0000-0002-3026-6614</externalLink>)<br /><searchLink fieldCode="AR" term="%22Grammatikopoulos%2C+Vasilis%22">Grammatikopoulos, Vasilis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Papers+in+Education%22"><i>Research Papers in Education</i></searchLink>. 2018 33(4):500-512.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Data: 10.1080/02671522.2017.1353675
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  Data: 0267-1522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Student-Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher-child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent-child and teacher-child relationships. The purpose of this study was to examine the dimensional structure of the adapted STRS proposed by Koomen et al. (2012) in the Greek educational settings. Another purpose was to examine the intercorrelations of the Dependency subscale with the Closeness and Conflict subscales of the adapted version of STRS, when applied in a cultural context different from the context, where it was developed originally. We applied confirmatory factor analyses with item parcelling in two independent samples (N[subscript 1] = 118 teachers, 921 students and N[subscript 2] = 118 teachers, 925 students). Findings provided evidence for the dimensional structure of the adapted STRS subscales and its validity. Results also showed that the Dependency subscale is positively correlated with Closeness in Greece as a background with more collectivistic characteristics. This finding suggests that the cultural universality of dependency can be challenged and that the possible socio-cultural influences in the nature and interpretation of dependent relationships needs to be further examined.
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  Data: 2018
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Rating Scales
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      – SubjectFull: Teacher Student Relationship
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