A New Measure for the Assessment of Student-Teacher Connectedness in Adolescence

García-Moya, I; Brooks, F; Moreno, C

A New Measure for the Assessment of Student-Teacher Connectedness in Adolescence

García-Moya, I Brooks, F

Moreno, C

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Publisher:: Hogrefe Publishing Group
Publication Type:: Journal Article
Citation:: European Journal of Psychological Assessment, 2021, 37, (5), pp. 357-367
Issue Date:: 2021-09-01

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Field	Value	Language
dc.contributor.author	García-Moya, I
dc.contributor.author	Brooks, F https://orcid.org/0000-0001-8975-325X
dc.contributor.author	Moreno, C
dc.date.accessioned	2022-05-14T00:04:59Z
dc.date.available	2022-05-14T00:04:59Z
dc.date.issued	2021-09-01
dc.identifier.citation	European Journal of Psychological Assessment, 2021, 37, (5), pp. 357-367
dc.identifier.issn	1015-5759
dc.identifier.issn	2151-2426
dc.identifier.uri	http://hdl.handle.net/10453/157330
dc.description.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 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.
dc.language	en
dc.publisher	Hogrefe Publishing Group
dc.relation.ispartof	European Journal of Psychological Assessment
dc.relation.isbasedon	10.1027/1015-5759/a000621
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1701 Psychology
dc.subject.classification	Social Psychology
dc.title	A New Measure for the Assessment of Student-Teacher Connectedness in Adolescence
dc.type	Journal Article
utslib.citation.volume	37
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access	*
dc.date.updated	2022-05-14T00:04:57Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	37
utslib.citation.issue	5

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 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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http://hdl.handle.net/10453/157330