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Patricio J.N.,Instituto Universitario Of Lisbon Iscte Iul Portugal | Barata M.C.,Instituto Universitario Of Lisbon Iscte Iul Portugal | Calheiros M.M.,Instituto Universitario Of Lisbon Iscte Iul Portugal | Graca J.,Instituto Universitario Of Lisbon Iscte Iul Portugal
The Spanish journal of psychology | Year: 2015

Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale - Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.


Magalhaes E.,Instituto Universitario Of Lisbon Iscte Iul Portugal | Calheiros M.M.,Instituto Universitario Of Lisbon Iscte Iul Portugal
The Spanish journal of psychology | Year: 2015

This study aims to present the development of a scale focused on youth's perceptions about their group in residential care and to offer evidences of validity and reliability. This work is part of a national study involving 59 institutions and 360 adolescents (55% males) from 11 to 18 years old (M = 14.72; SD = 1.81). Evidences of validity were tested, as well as the reliability data and the relationship between group perceptions, individual characteristics and placement length. A structure with three components was found explaining 62% of variance: Deviant behavior, Positive Attributes and Oppositional Behavior. The CFA revealed good values of fit: CFI = .95, GFI = .90 and RMSEA = .050. Furthermore, a positive and significant correlation was found between positive attributes and life satisfaction (p < .001), and negative ones with deviant behavior (p < .01) and oppositional behavior (p < .01). Finally, a positive and significant correlation was found between Deviant behavior and youth's age (p < .05), and significant gender differences were found in this dimension (i.e., p < .001; d = .38, 95% CI [-9.97, 2.94]; males reported higher scores than females). No significant correlations were found regarding the length of placement. These results suggest that this tool reveals satisfactory psychometric properties to be used in further studies with youth in residential care.


PubMed | Instituto Universitario Of Lisbon Iscte Iul Portugal
Type: | Journal: The Spanish journal of psychology | Year: 2015

Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale - Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability ( = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.


PubMed | Instituto Universitario Of Lisbon Iscte Iul Portugal
Type: | Journal: The Spanish journal of psychology | Year: 2015

This study aims to present the development of a scale focused on youths perceptions about their group in residential care and to offer evidences of validity and reliability. This work is part of a national study involving 59 institutions and 360 adolescents (55% males) from 11 to 18 years old (M = 14.72; SD = 1.81). Evidences of validity were tested, as well as the reliability data and the relationship between group perceptions, individual characteristics and placement length. A structure with three components was found explaining 62% of variance: Deviant behavior, Positive Attributes and Oppositional Behavior. The CFA revealed good values of fit: CFI = .95, GFI = .90 and RMSEA = .050. Furthermore, a positive and significant correlation was found between positive attributes and life satisfaction (p < .001), and negative ones with deviant behavior (p < .01) and oppositional behavior (p < .01). Finally, a positive and significant correlation was found between Deviant behavior and youths age (p < .05), and significant gender differences were found in this dimension (i.e., p < .001; d = .38, 95% CI [-9.97, 2.94]; males reported higher scores than females). No significant correlations were found regarding the length of placement. These results suggest that this tool reveals satisfactory psychometric properties to be used in further studies with youth in residential care.

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