Factorial Validity of the Student–Teacher Relationship Scale— Short Form, Latent Means Comparison of Teacher–Student Relationship Quality and Association with Child Problem and Prosocial Behaviours
Factorial Validity of the Student–Teacher Relationship Scale— Short Form, Latent Means Comparison of Teacher–Student Relationship Quality and Association with Child Problem and Prosocial Behaviours
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Date
2019
Authors
Asare, Kotor
Aboagye, Michael Osei
Qin, Jinliang
Antwi, Collins Opoku
Pekarkova, Simona
Akinyi, Nila
Affum-Ose, Emmanuel
Jababu, Yasin
Journal Title
Journal ISSN
Volume Title
Publisher
Psychol Stud
Abstract
The present study verified the hypothesised two-factor structure of the student–teacher relationship scale,
short form on Ghanaian sample, using confirmatory factor
analysis, multi-group confirmatory factor analysis and
structured latent means analysis. On preschool sample
(N = 2583; Mage = 4.29, SD = 1.34) from 10 regions, the
scale’s measurement invariance is tested across age, gen der, and school types. The confirmatory factor analysis
supported the two-factor structure: closeness and conflict.
The proposed two-factor model is found to be valid and
reliable in the Ghanaian preschool context. Partial strong
factorial equivalence across age, gender, and school types
was identified in the findings. Significant differences in
teacher–child relationship quality were found between
boys and girls, and school types. The results provide
implications for early childhood education stakeholders in
Ghana. Also, it adds to the evidence of cross-cultural
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Citation
Aboagye, M. O., Qin, J., Pekárková, S., Antwi, C. O., Jababu, Y., Asare, K., ... & Akinyi, N. (2019). Factorial validity of the student–teacher relationship scale—short form, latent means comparison of teacher–student relationship quality and association with child problem and prosocial behaviours. Psychological Studies, 64, 221-234.