Article
A new measure for the assessment of student–teacher connectedness in adolescence
Author/s | García Moya, Irene
Brooks, Fiona Moreno Rodríguez, María del Carmen |
Department | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Publication Date | 2021 |
Deposit Date | 2023-11-17 |
Published in |
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Abstract | Student–teacher relationships have received a lot of attention in the social sciences. It is well-known that relationships with teachers tend to become more distant during adolescence, but most adolescents single out ... Student–teacher relationships have received a lot of attention in the social sciences. It is well-known that relationships with teachers tend to become more distant during adolescence, but most adolescents single out specific teachers they feel connected to. To better capture this latter phenomenon, the aim of this paper is to propose and evaluate the psychometric properties of a new measure for the assessment of student–teacher connectedness in adolescent samples from two countries. Samples consisted of 2,323 adolescents from England and 8,000 adolescents from Spain, who had answered a specific package of questions for the assessment of student–teacher connectedness included in the 17/18 edition of the WHO-collaborative survey Health Behaviour in School-aged Children (HBSC) in the aforementioned two countries. After analyses of item performance and factorial structure, we obtained a 12-item scale with high internal consistency and a factorial structure consistent with the definition of student–teacher connectedness used for scale development in both datasets. Some evidence of validity was also obtained (the scale correlated positively with teacher support, school satisfaction and life satisfaction and negatively with school-related stress). Finally, invariance analysis (configural, metric, and scalar invariance) supported an equivalent functioning of the scale in England and Spain. |
Funding agencies | Department of Health, England Ministerio de Sanidad, Consumo y Bienestar Social Ministerio de Ciencia, Innovación y Universidades (MICINN). España Fundación La Caixa |
Project ID. | RYC-2017-21626
657482 LCF/BQ/LR18/11640009 |
Citation | García Moya, I., Brooks, F. y Moreno Rodríguez, M.d.C. (2021). A new measure for the assessment of student–teacher connectedness in adolescence. European Journal of Psychological Assessment, 37 (5), 357-367. https://doi.org/10.1027/1015-5759/a000621. |
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