Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context

Autor/inn/en	Stensen, Kenneth; Lydersen, Stian; Ranøyen, Ingunn; Klöckner, Christian A.; Buøen, Elisabet S.; Lekhal, Ratib; Drugli, May Britt
Titel	Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 5, S.514-525 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stensen, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829231166251
Schlagwörter	Foreign Countries; Teacher Student Relationship; Teacher Attitudes; Psychometrics; Early Childhood Education; Child Care Centers; Preschool Teachers; Gender Differences; Age Differences; Factor Structure; Validity; Error of Measurement; Comparative Analysis; Measures (Individuals); Rating Scales; Preschool Children; Child Caregivers; Municipalities; Norway; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Psychometry; Psychometrie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Faktorenstruktur; Gültigkeit; Messfehler; Messdaten; Rating-Skala; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Caregiver; Caregivers; Carer; Magistrat; Norwegen
Abstract	The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers' perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children's gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1-6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children's age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01