<br>学生版师生关系量表（S-TSRI）：发展、验证和不变性。,Frontiers In Psychology

当前位置： X-MOL 学术 › Frontiers In Psychology › 论文详情

Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)

学生版师生关系量表（S-TSRI）：发展、验证和不变性。
Frontiers In Psychology ( IF 2.6 ) Pub Date : 2020-07-28 , DOI: 10.3389/fpsyg.2020.01724
Rebecca P Ang ₁ , Soo Lin Ong ₂ , Xiang Li ₃

Affiliation

关于儿童与老师的关系的知识有限，特别是，我们缺乏合适的、文化上合适的测量工具来从亚洲学生的角度评估师生关系。本研究以依恋理论作为理解师生关系的理论框架。作者使用新加坡教育部 (MOE) 的数据集，开发并验证了学生版的师生关系量表 (S-TSRI)，该量表对新加坡儿童具有良好的心理测量特性。首先通过探索性因素分析（EFA）建立了由满意度、工具性帮助和冲突因素组成的三因素S-TSRI模型，并通过验证性因素分析（CFA）进行了验证。通过随后的多组 CFA，我们发现阶乘不变性在性别、年级和不同学术水平的学生（以通过组和未通过组为代表）中得到支持。结构模型在总体组、通过组和失败组中进行了测试。对于总分组和及格组，满意度和工具性帮助因素与学校归属感呈显着正相关，而与攻击性呈负相关或不显着关系。冲突因素与学校归属感呈较弱的负相关或不显着关系，与攻击性呈正相关。对于失败组，除了一个例外之外，获得了相同的结果；这是根据具有不同需求概况的失败群体进行讨论的。这项研究的结果表明，14 项 S-TSRI 测量具有强大的心理测量特性，并且在新加坡小学生的大样本中产生可靠且有效的分数。

"点击查看英文标题和摘要"

Student Version of the Teacher-Student Relationship Inventory (S-TSRI): Development, Validation and Invariance.

There is limited knowledge concerning children's relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student's perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.

更新日期：2020-07-28

点击分享查看原文

点击收藏

公开下载

阅读更多本刊新发论文