Validating the student-teacher relationship scale: testing factor... (2012)

Title Validating the student-teacher relationship scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample
Published in Journal of School Psychology, Vol. 50, No. 2, p.215-234. ISSN 00224405.
Author H.M.Y. Koomen; K. Verschueren; E. van Schooten; S. Jak; R.C. Pianta
Degree grantor Universiteit van Amsterdam
Date 2012
Language English
Type Article
Abstract The Student-Teacher Relationship Scale (STRS) is widely used to examine teachers' relationships with young students in terms of closeness, conflict, and dependency. This study aimed to verify the dimensional structure of the STRS with confirmatory factor analysis, test its measurement invariance across child gender and age, improve its measurement of the dependency construct, and extend its age range. Teachers completed a slightly adapted STRS for a Dutch sample of 2335 children aged 3 to 12. Overall, the 3-factor model showed an acceptable fit. Results indicated metric invariance across gender and age up to 8 years. Scalar invariance generally did not hold. Lack of metric invariance at ages 8 to 12 primarily involved Conflict items, whereas scale differences across gender and age primarily involved Closeness items. The adapted Dependency scale showed strong invariance and higher internal consistencies than the original scale for this Dutch sample. Importantly, the revealed non-invariance for gender and age did not influence mean group comparisons.
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Persistent Identifier urn:nbn:nl:ui:29-434144
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Repository University of Amsterdam

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