Validity and Utility of the Parent--Teacher Relationship Scale-II

Autor/inn/en	Dawson, Anne E.; Wymbs, Brian T.
Titel	Validity and Utility of the Parent--Teacher Relationship Scale-II
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 8, S.751-764 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915627027
Schlagwörter	Test Validity; Test Use; Measures (Individuals); Interpersonal Relationship; Parents; Elementary School Teachers; Outcomes of Education; Factor Analysis; Factor Structure; Rating Scales; Teacher Student Relationship; California; Colorado; Connecticut; Florida; Illinois; Kentucky; Maryland; Minnesota; Missouri; New Jersey; New York; Ohio; Pennsylvania; Texas; Virginia; Conners Rating Scales; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Testvalidität; Testanwendung; Messdaten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Faktorenanalyse; Faktorenstruktur; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent-teacher relations are scant. The current study examined validity evidence for the Parent-Teacher Relationship Scale-I (PTRS). Specifically, the internal structure of the PTRS and the test-criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers (n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent's children (i.e., academic competence, student-teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test-criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent-teacher relations to academic and behavioral outcomes of children should consider administering the PTRS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01