Further examination of the convergent and discriminant validity of the student–teacher relationship scale
Article first published online: 14 JUL 2009
Copyright © 2009 John Wiley & Sons, Ltd.
Infant and Child Development
Volume 18, Issue 6, pages 502–520, November/December 2009
How to Cite
Doumen, S., Verschueren, K., Buyse, E., De Munter, S., Max, K. and Moens, L. (2009), Further examination of the convergent and discriminant validity of the student–teacher relationship scale. Inf. Child Develop., 18: 502–520. doi: 10.1002/icd.635
- Issue published online: 10 NOV 2009
- Article first published online: 14 JUL 2009
- teacher–child relationship;
- multiple perspectives;
- convergent and discriminant validity;
- Student–Teacher Relationship Scale;
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 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.