The Three Dimensions of the Student–Teacher Relationship Scale

Solheim, Elisabet; Berg-Nielsen, Turid Suzanne; Wichstrøm, Lars

doi:10.1177/0734282911423356

Cited by 40 publications

(38 citation statements)

References 34 publications

(56 reference statements)

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“…A slightly modified 10‐item version of the Conflict subscale from the Student–Teacher Relationship Scale (STRS; Pianta, ) was used to assess conflict in the caregiver–child relationship (α = .76; Solheim, Berg‐Nielsen, & Wichstrøm, ).…”

Section: Teacher‐rated Child Outcomesmentioning

confidence: 99%

Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

et al. 2013

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Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child-care system. The children's externalizing problems and social competence were unrelated to their child-care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver-child conflict. The effect sizes were small. The results are discussed in terms of cross-national child-care differences.

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Section: Teacher‐rated Child Outcomesmentioning

confidence: 99%

Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

et al. 2013

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“…Their results did not support the original item structure and their modified model included a 26-item solution. Similarly, Solheim et al ( 2012 ) did not find an adequate model fit, when testing the original three dimensional STRS model using CFA. Instead, they proposed a modified 25-item 3-factor version that displayed an acceptable fit.…”

Section: Introductionmentioning

confidence: 98%

“…On the other hand, a negative teacher-child relationship can affect children's behaviors as well as their academic trajectories (Solheim et al, 2012 ). Children with less positive interactions with their teacher, often become disengaged or distant from classroom activities and may develop negative attitudes toward school (O'Connor, 2010 ; Cadima et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample

et al. 2018

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Teacher-child relationships in early childhood are a fundamental prerequisite for children's social, emotional, and academic development. The Student-Teacher Relationship Scale (STRS) is one of the most widely accepted and used instruments that evaluate the quality of teacher-child relationships. STRS is a 28-item questionnaire that assess three relational dimensions, Closeness, Conflict, and Dependency. The relevant literature has shown a pattern regarding the difficulty to support the STRS factor structure with CFA, while it is well-documented with EFA. Recently, a new statistical technique was proposed to combine the best of the CFA and EFA namely, the Exploratory Structural Equation Modeling (ESEM). The purpose of this study was (a) to examine the factor structure of the STRS in a Greek national sample. Toward this end, the ESEM framework was applied in order to overcome the limitations of EFA and CFA, (b) to confirm previous findings about the cultural influence in teacher-child relationship patterns, and (c) to examine the invariance of STRS across gender and age. Early educators from a representative Greek sample size of 535 child care and kindergarten centers completed the STRS for 4,158 children. CFA as well as ESEM procedures were implemented. Results showed that ESEM provided better fit to the data than CFA in both groups, supporting the argument that CFA is an overly restrictive approach in comparison to ESEM for the study of STRS. All primary loadings were statistically significant and were associated with their respective latent factors. Contrary to the existing literature conducted in USA and northern Europe, the association between Closeness and Dependency yielded a positive correlation. This finding is in line with previous studies conducted in Greece and confirm the existence of cultural differences in teacher-child relationships. In addition, findings supported the configural, metric, scalar, and variance/covariance equivalence of the STRS between males and females and between preschoolers (3–5 years) and early primary years (5–7 years). Latent factor means comparisons showed that females seem to have a warmer and more dependent relationship with their teachers and are less conflictual in comparison to males.

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“…Although teacher-child conflict and closeness have been inversely related to each other (Griggs, Gagnon, Huelsman, Kidder-Ashley, & Ballard, 2009; Henricsson & Rydell, 2004), there are mixed findings on the relations of teacher-child dependence and closeness (Birch et al, 1998; Cornellissen & Verschueren, 2002; Gregoriadis & Tsigilis, 2008; Griggs et al, 2009; Pianta, 2001). Thus, dependence may or may not be viewed as a negative aspect of the teacher-child relationship, and the meaning of such relationships may differ by culture (Gregoriadis et al, 2008; Solheim, Berg-Nielsen, & Wichstrom, 2011). …”

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confidence: 99%

Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance

Sette¹,

Spinrad

Baumgartner³

2013

Early Education & Development

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The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children’s social competence. The findings provide evidence that the teacher-child relationship is critical for children’s social behaviors, and that social competence was uniquely related to peer likability.

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The Three Dimensions of the Student–Teacher Relationship Scale

Cited by 40 publications

References 34 publications

Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?

Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample

Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance

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