Premium
Further examination of the convergent and discriminant validity of the student–teacher relationship scale
Author(s) -
Doumen Sarah,
Verschueren Karine,
Buyse Evelien,
De Munter Sofie,
Max Kristel,
Moens Loth
Publication year - 2009
Publication title -
infant and child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.87
H-Index - 57
eISSN - 1522-7219
pISSN - 1522-7227
DOI - 10.1002/icd.635
Subject(s) - closeness , discriminant validity , psychology , scale (ratio) , convergent validity , test validity , replicate , developmental psychology , psychometrics , statistics , mathematics , internal consistency , mathematical analysis , physics , quantum mechanics
Two studies extended psychometric research on the Student–Teacher Relationship Scale (STRS) with kindergarten and preschool children ( N 1 = 60–71; N 2 = 35) and their teachers. These studies used a multi‐method approach 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. Copyright © 2009 John Wiley & Sons, Ltd.