Utilize este identificador para referenciar este registo:
http://hdl.handle.net/10071/10686
Autoria: | Patrício, J. Barata, M. Calheiros, M. M. Graça, J. |
Data: | 2015 |
Título próprio: | A Portuguese version of the student-teacher relationship scale: short form |
Volume: | 18 |
Paginação: | e30 |
ISSN: | 1138-7416 |
DOI (Digital Object Identifier): | 10.1017/sjp.2015.29 |
Palavras-chave: | Student-teacher relationship Demographic variables Scale analysis Validation Psychometrics |
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. |
Arbitragem científica: | yes |
Acesso: | Acesso Embargado |
Aparece nas coleções: | CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Spanish_Journal_J2015.pdf Restricted Access | Versão Editora | 562,12 kB | Adobe PDF | Ver/Abrir Request a copy |
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