TY - JOUR
TI - The Student-Teacher Relationship Scale in a Greek sample of preadolescents: Reliability and validity data
AU - Evangelia P. Galanaki
AU - Helen D. Vassilopoulou
JO - Ψυχολογία:  το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας
PY - 2007
VL - 14
TODO - 3
SP - 292-310
PB - Ελληνική Ψυχολογική Εταιρεία
SN - 1106-5737
TODO - https://doi.org/10.12681/psy_hps.23866
TODO - student-teacher relationship, preadolescence, attachment, student-teacher relationship scale, Bowlby, primary school, confirmatory factor analysis
TODO - The article examines the psychometric properties (reliability and validity) of the Greek version of the Student-Teacher Relationship Scale (STRS: Pianta, 2001), as well as the quality of this relationship in preadolescents. A large body of relevant research has examined the relationship between students and teachers during the preschool and early childhood years. ln this study, 28 teachers completed the STRS and the adaptive functioning subscale of the Teacher's Report Form for their 502 students (fifth and sixth graders). The results showed that STRS exhibited adequate internal consistency and low standard error of measurement. Confirmatory factor analysis replicated the three factors of the scale -conflict, closeness, and dependency- in the Greek sample of preadolescents. However, the student-teacher relationship presented a somewhat different picture compared to the U.S.A. samples of young students. For example, closeness and dependency were somewhat likely to co-exist in teachers' representations of relationships. Dependency shared little variance with the total relationship score and age and gender differences were observed. The expected findings emerged for the links with adaptive functioning. For example, conflict was the strongest (negative) correlate of adaptive functioning. The developmental implications of these data for the student-teacher relationship during preadolescence are discussed.
ER -