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Settanni M, Longobardi C, Sclavo E, et al. Development and psychometric analysis of the student-teacher relationship scale - short form. Front Psychol. 2015;6:898doi: 10.3389/fpsyg.2015.00898.
Settanni, M., Longobardi, C., Sclavo, E., Fraire, M., & Prino, L. E. (2015). Development and psychometric analysis of the student-teacher relationship scale - short form. Frontiers in psychology, 6898. https://doi.org/10.3389/fpsyg.2015.00898
Settanni, Michele, et al. "Development and psychometric analysis of the student-teacher relationship scale - short form." Frontiers in psychology vol. 6 (2015): 898. doi: https://doi.org/10.3389/fpsyg.2015.00898
Settanni M, Longobardi C, Sclavo E, Fraire M, Prino LE. Development and psychometric analysis of the student-teacher relationship scale - short form. Front Psychol. 2015 Jun 26;6:898. doi: 10.3389/fpsyg.2015.00898. eCollection 2015. PMID: 26167156; PMCID: PMC4481275.
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Front Psychol. 2015 Jun 26;6:898. doi: 10.3389/fpsyg.2015.00898. eCollection 2015.

Development and psychometric analysis of the student-teacher relationship scale - short form.

Frontiers in psychology

Michele Settanni, Claudio Longobardi, Erica Sclavo, Michela Fraire, Laura E Prino

Affiliations

  1. Department of Psychology, University of Turin Turin, Italy.

PMID: 26167156 PMCID: PMC4481275 DOI: 10.3389/fpsyg.2015.00898

Abstract

The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (STRS; Fraire et al., 2013). The analyses were conducted on 1256 students and 210 teachers. The STRS is a self-report measure assessing teachers' perception of the quality of their relationship with students ranging from preschool to third grade. The items were selected from the original Italian adaptation of the regular STRS (Pianta, 2001) through Rasch (1960/1980) analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (eight items) and Closeness (six items). Results indicate that the 14-item instrument shows good internal consistency (α>0.80), high correlations with the scales from the regular STRS (r > 0.90) and equivalence across gender.

Keywords: Rasch analysis; STRS; educational psychology; teacher–child relationship; validity

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