A new measure for the assessment of student–teacher connectedness in adolescence
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,...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/150930 |
| Acceso en línea: | https://hdl.handle.net/11441/150930 https://doi.org/10.1027/1015-5759/a000621 |
| Access Level: | acceso abierto |
| Palabra clave: | Student–teacher connectedness Adolescence Scale development Invariance |
| Sumario: | 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. |
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