Examining cross-cultural validity, in a European Educational setting, of the Student-Teacher Relationship Scale

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Examining cross-cultural validity, in a European Educational setting, of the Student-Teacher Relationship Scale

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Title: Examining cross-cultural validity, in a European Educational setting, of the Student-Teacher Relationship Scale
Author: Sclavo, Erica; Prino, Laura E.; Fraire, Michela; Longobardi, Claudio
Abstract: El siguiente estudio propone un análisis comparativo de la labor llevada a cabo en Grecia, España e Italia en relación al proceso de adaptación y validación de la escala relación estudiante-profesor (Pianta, 2001). El cuestionario, que se originó en un contexto estadounidense, pretende evaluar la relación profesor-alumno, sobre la base de las tres dimensiones distintas, cercanía, conflictos y dependencia. Cada estudio ha sido visto teniendo en cuenta la metodología, análisis y conclusiones: aunque se han registrado diferencias en cada sección, nuestra labor ha puesto de manifiesto una fuerte uniformidad dentro de la propia estructura del instrumento de estudio. Todos los estudios han mostrado índices de consistencia similar, aunque se tuvo que hacer algunos cambios en el cuestionario con el fin de adaptarlo a cada realidad; tales cambios están en gran parte relacionadas con la magnitud de la Dependencia. No obstante, la eficiencia del propio cuestionario ha demostrado que la escala STRS ofrece válidas y confiables características psicométricas y parece ser adecuada para el estudio en profundidad de la relación entre el profesor y sus alumnos.The following study proposes a comparative analysis of the work carried out in Greece, Spain and Italy in relation to the process of adaptability and validation of the Student-Teacher Relationship Scale (Pianta, 2001). The questionnaire, originated within a US context, aims to evaluate the relationship teacher-pupil on the basis of the three, distinct dimensions of Closeness, Conflict and Dependency. Each study has been viewed taking into account methodology, analysis and conclusions: although differences have been registered in each section, our work has highlighted a strong uniformity within the structure itself of the instrument of study. All studies have shown similar consistency indexes, even though some changes had to be made to the questionnaire in order to adapt it to each given reality; such changes are in great part related to the scale of Dependency. Nevertheless, the efficiency of the questionnaire itself has been proved: the STRS scale offers valid and trustworthy psychometric characteristics and appears to be adequate for the in depth study of the relationship between a teacher and his/her pupils.
URI: http://hdl.handle.net/10662/3712
Date: 2012


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