Öğrenci - Öğretmen İlişki Ölçeği-Kısa Formunun Türkçe’ye Uyarlanması

Translated title of the contribution: Turkish Adaptation of Student-Teacher Relationship Scale-Short Form

Derya Asi, Sakire Ocak Karabay

Research output: Contribution to journalArticle

Abstract

One of the rare, reliable, and valid measurement tools widely used in the field is “Student - Teacher Relationship Scale” (STRS), which was developed by Pianta (1999, 2001). This scale reflects teacher’s perception about his/her relationship with a particular student in the class. In this study, we examined the validity and reliability of the Turkish version of "Student-Teacher Relationship Scale – Short Form", which has been widely used in recent years because of its practicality. Data were collected from 22 institutions and 830 children, and 165 teachers filled out scale for the first five students on their classroom lists. The short form of the scale is a 5 point Likert-type scale with 15-items, including the dimensions of closeness and conflict. At the end of the reliability analysis, internal consistency coefficient for the total score (Cronbach's alpha) was found to be .82. When subscales were considered, in the conflict subscale internal consistency coefficient was found.84, and for closeness it was .76. Test-retest reliability coefficients for conflict subscale were .87, .83 for closeness subscale, and .83 for the total score. The findings showed that the scale displayed two-factor structure of the original short form. Additionally, confirmatory factor analysis indicated that the structure of “Student-Teacher Relationship Scale-Short Form” has been established adequately.
Original languageOther
Pages (from-to)67-82
JournalEge Journal of Education
Volume19
Issue number1
Publication statusPublished - 2018

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student teacher
teacher
factor analysis
student
classroom

Keywords

  • Student-Teacher Relationships
  • Preschool Period
  • Relationship Perception

Cite this

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title = "{\"O}ğrenci - {\"O}ğretmen İlişki {\"O}l{\cc}eği-Kısa Formunun T{\"u}rk{\cc}e’ye Uyarlanması",
abstract = "One of the rare, reliable, and valid measurement tools widely used in the field is “Student - Teacher Relationship Scale” (STRS), which was developed by Pianta (1999, 2001). This scale reflects teacher’s perception about his/her relationship with a particular student in the class. In this study, we examined the validity and reliability of the Turkish version of {"}Student-Teacher Relationship Scale – Short Form{"}, which has been widely used in recent years because of its practicality. Data were collected from 22 institutions and 830 children, and 165 teachers filled out scale for the first five students on their classroom lists. The short form of the scale is a 5 point Likert-type scale with 15-items, including the dimensions of closeness and conflict. At the end of the reliability analysis, internal consistency coefficient for the total score (Cronbach's alpha) was found to be .82. When subscales were considered, in the conflict subscale internal consistency coefficient was found.84, and for closeness it was .76. Test-retest reliability coefficients for conflict subscale were .87, .83 for closeness subscale, and .83 for the total score. The findings showed that the scale displayed two-factor structure of the original short form. Additionally, confirmatory factor analysis indicated that the structure of “Student-Teacher Relationship Scale-Short Form” has been established adequately.",
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author = "Derya Asi and Karabay, {Sakire Ocak}",
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Öğrenci - Öğretmen İlişki Ölçeği-Kısa Formunun Türkçe’ye Uyarlanması. / Asi, Derya; Karabay, Sakire Ocak.

In: Ege Journal of Education, Vol. 19, No. 1, 2018, p. 67-82.

Research output: Contribution to journalArticle

TY - JOUR

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AU - Karabay, Sakire Ocak

PY - 2018

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N2 - One of the rare, reliable, and valid measurement tools widely used in the field is “Student - Teacher Relationship Scale” (STRS), which was developed by Pianta (1999, 2001). This scale reflects teacher’s perception about his/her relationship with a particular student in the class. In this study, we examined the validity and reliability of the Turkish version of "Student-Teacher Relationship Scale – Short Form", which has been widely used in recent years because of its practicality. Data were collected from 22 institutions and 830 children, and 165 teachers filled out scale for the first five students on their classroom lists. The short form of the scale is a 5 point Likert-type scale with 15-items, including the dimensions of closeness and conflict. At the end of the reliability analysis, internal consistency coefficient for the total score (Cronbach's alpha) was found to be .82. When subscales were considered, in the conflict subscale internal consistency coefficient was found.84, and for closeness it was .76. Test-retest reliability coefficients for conflict subscale were .87, .83 for closeness subscale, and .83 for the total score. The findings showed that the scale displayed two-factor structure of the original short form. Additionally, confirmatory factor analysis indicated that the structure of “Student-Teacher Relationship Scale-Short Form” has been established adequately.

AB - One of the rare, reliable, and valid measurement tools widely used in the field is “Student - Teacher Relationship Scale” (STRS), which was developed by Pianta (1999, 2001). This scale reflects teacher’s perception about his/her relationship with a particular student in the class. In this study, we examined the validity and reliability of the Turkish version of "Student-Teacher Relationship Scale – Short Form", which has been widely used in recent years because of its practicality. Data were collected from 22 institutions and 830 children, and 165 teachers filled out scale for the first five students on their classroom lists. The short form of the scale is a 5 point Likert-type scale with 15-items, including the dimensions of closeness and conflict. At the end of the reliability analysis, internal consistency coefficient for the total score (Cronbach's alpha) was found to be .82. When subscales were considered, in the conflict subscale internal consistency coefficient was found.84, and for closeness it was .76. Test-retest reliability coefficients for conflict subscale were .87, .83 for closeness subscale, and .83 for the total score. The findings showed that the scale displayed two-factor structure of the original short form. Additionally, confirmatory factor analysis indicated that the structure of “Student-Teacher Relationship Scale-Short Form” has been established adequately.

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