Contribución para la validación de la Escala de relaciones entre estudiantes-profesores (STRS versión italiana) en el entorno educativo italiano.

Fraire, Michela; Longobardi, Claudio; Sclavo, Erica

doi:10.30552/ejep.v1i3.12

Cited by 11 publications

(4 citation statements)

References 13 publications

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“…To measure the teacher's perception of the quality of her relationship with the EG pupil, the CG1 and the CG2 pupil, the instrument used was the Student-Teacher Relationship Scale (Pianta, 2001) in the Italian version (Fraire, Longobardi, Prino, Sclavo, & Settanni, in press;Fraire, Longobardi, & Sclavo, 2008). This scale assesses three relational dimensions: Conflict (10 items), Closeness (8 items) and Dependency (4 items).…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities

Pasta

Mendola

Prino

et al. 2013

IJPR

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Research Findings: The presence of Specific Learning Disabilities (SLD) increases the risk of scholastic failure. According to the literature, a successful relationship with the teacher can lead to greater participation, raise the pupil's motivation in school activities and have a positive effect on learning outcomes. Hence the aim of this study: to investigate teachers' perception of the relationship with primary school pupils in Years 2 and 3 who have SLD (n = 38) and to compare it with that of pupils without SLD, with an achievement level that is the same as (n = 38) or the opposite from (n = 32) the achievement of their peers diagnosed or considered as having specific learning disabilities. Teachers' perceptions of relationships were examined using the Student Teacher Relationship Scale (Fraire, Longobardi, Prino, Sclavo, & Settanni, in press;Pianta, 2001). The teachers perceive a higher level of Dependency for pupils with SLD (F = 14.252; df = 2; p < .001), in particular for those who do not yet have an official diagnosis (t = 2.529; df = 62.367; p < .05). This research has enabled a start to be made on an issue that in the Italian context has yet not received the attention it deserves.

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Section: Methodsmentioning

confidence: 99%

Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities

Pasta

Mendola

Prino

et al. 2013

IJPR

Self Cite

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“…Since the 1990s, new theoretical perspectives in education (Bruner, 1990;Lave and Wenger, 1991;Ford and Lerner, 1992;Cole, 1998) have emphasised the relational and contextualistic component of educational systems, and with the studies of Pianta (1999), the teacher-student relationship has become an independent field of investigation in educational psychology. Through various research findings in this area, it has been shown that teacher relationships can affect the quality of learning (Howes and Hamilton, 1992;Pianta, 1999;Darling-Hammond, 2006) and can alter pupils' success-or failure-oriented trajectories (Birch and Ladd, 1996;Fraire et al, 2008;Kuriloff et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teacher Satisfaction in Relationships With Students and Parents and Burnout

2021

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In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students’ seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6–10years) and lower secondary (students aged 11–13years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI-Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.

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“…In particular, they often play a protective role in face of different risks (Sabol and Pianta, 2012). Generally, the student-teacher bond is evaluated on the base of its quality, that is, the extent to which the dyad is characterized by close or conflictual interactions (Fraire et al, 2008;Sabol and Pianta, 2012). Following a social learning framework (Bandura, 1971(Bandura, , 1986, children learn and behave through modeling and imitation of others, as well as through vicarious experiences, particularly when the role models are socializing agents (e.g., teachers and parents) or are taken as positive models.…”

Section: The Role Of the Relationship With Teachersmentioning

confidence: 99%

“…The Student-Teacher Relationship Scale (Pianta, 1994; Italian version by Fraire et al, 2008) was adopted to investigate how teachers perceived their relationship with each pupil. The instrument consists of three subscales: Closeness, Conflict, and Dependence.…”

Section: The Quality Of Student-teacher Relationshipmentioning

confidence: 99%

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

et al. 2021

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The identification of factors associated with ethnic bullying within multiethnic schools is a timely social issue. Up to now, ethnic prejudice has been found to facilitate aggression triggered by schoolmates’ cultural background. Yet, there is still a dearth of research about the mechanisms underlying this relation among children. In order to fill this gap, by adopting a social-cognitive developmental perspective on prejudice and morality, this paper investigated the mediating role of moral disengagement in the association between ethnic prejudice and ethnic bullying, as well as the moderating role of closeness with the teacher. A mediation model and a moderated mediation model were applied to data collected from 552 primary school children aged 8–10years. Ethnic prejudice, ethnic bullying, and moral disengagement were assessed through self-reported questionnaires, whereas a questionnaire was administered to teachers to assess the level of closeness with their pupils. Results indicated that ethnic prejudice was directly and positively related to ethnic bullying and that moral disengagement partially mediated this association. This indirect link was particularly strong for children with low levels of closeness with their teachers, whereas it resulted not significant for pupils with high levels of closeness, suggesting that closeness with the teacher might restrain morally disengaged children from enacting ethnic bullying. Implications for research and practice aimed at reducing prejudice and moral disengagement, as well as at promoting positive relationships among children and between pupils and teachers, are discussed.

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Contribución para la validación de la Escala de relaciones entre estudiantes-profesores (STRS versión italiana) en el entorno educativo italiano.

Cited by 11 publications

References 13 publications

Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities

Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities

Teacher Satisfaction in Relationships With Students and Parents and Burnout

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

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