Title: Further examination of the convergent and discriminant validity of the Student-Teacher Relationship Scale
Authors: Doumen, Sarah ×
Verschueren, Karine
Buyse, Evelien
De Munter, Sofie
Max, Kristel
Moens, Loth #
Issue Date: Nov-2009
Publisher: John Wiley & Sons Ltd.
Series Title: Infant and Child Development vol:18 issue:6 pages:502-520
Abstract: Two studies extended psychometric research on the Student-Teacher Relationship Scale (STRS) with kindergarten and preschool children (N1 = 60-71; N2 = 35) and their teachers. These studies used a multi-method approach in order to replicate and extend previous findings concerning the convergent validity of the STRS Closeness, Conflict, and Dependency scale and to further examine the discriminant validity of the STRS. Study 1 investigated convergence between the STRS scales and child- and peer-reports of the same constructs based on a multi-trait multi-method approach. Study 2 examined the pattern of associations between the STRS and indicators of teacher-child relationship quality rated by external observers. Support was found for the convergent validity and to a lesser extent the discriminant validity of the STRS Closeness and Conflict scale. For the STRS Dependency scale, additional research remains necessary.
ISSN: 1522-7219
Publication status: published
KU Leuven publication type: IT
Appears in Collections:School Psychology and Development in Context
× corresponding author
# (joint) last author

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