Developing and Examining Psychometric Properties of the Teacher-Student Relationship Questionnaire in High-school Students
Subject Areas :Ehsan Daliri 1 , Zahra Zeinaddiny Meymand 2 , Amanollah Soltani 3 , Najmeh Hajipour Abaei 4
1 - PhD student in Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
2 - Department of Education, Faculty Member of Islamic Azad university, Kerman Branch, Kerman, Iran
3 - Assistant Professor, Department of Psychology, Islamic Azad University, Kerman Branch, Kerman, Iran
4 - Assistant Professor, Department of Psychology, Islamic Azad University, Kerman Branch, Kerman, Iran
Keywords: reliability, validity, high school students, Teacher-student relationship questionnaire,
Abstract :
The present study aimed to develop and examine the psychometric indicators of the teacher-student relationship questionnaire in high school students of Hormozgan province. The research method was descriptive correlation type. Also, the statistical population of the research in the content validity section included university professors, school principals, and education experts of the Education Office of Hormozgan. In the construct validity section, the statistical population included all high school male students of Hormozgan province. The research sample in the first part of the research was a panel of experts, of which 100 were selected using the purposeful sampling method. In the second part of the research, 384 students were selected by cluster random sampling method. A researcher-made questionnaire was used to measure the factors affecting the teacher-student relationship. The questionnaire was developed by examining the theoretical literature and using the Delphi method. Eventually, seven factors were identified. These factors include the teachers’ affective-emotional ability, perceived freedom in the classroom, support, teachers’ communication skills, classroom management ability, and teachers’ personality and motivation in class. The questionnaire’s validity was confirmed using exploratory and confirmatory factor analysis. Also, its reliability was satisfactory (Cronbach’s α = 0.89). The results revealed that the developed questionnaire measures the identified factors as the components of the teacher-student relationship and can be used as a useful instrument in measuring this construct among high school students.
References
- Ang, R. P. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55-74.
- Bowlby, J. (1979). The bowlby-ainsworth attachment theory. Behavioral and Brain Sciences, 2(4), 637-638.
- Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian psychology/Psychologie canadienne, 49(1), 14.
- Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29(2), 163-181.
- Fani, H. E., & Khalifeh, M. (2009). An investigation into the relationship among perception of teacher's behavior, academic self-concept and academic performance of guidance school students. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, 1(3), 37-64. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=184007
- Gage, N. L. (2009). A conception of teaching. Springer Science & Business Media.
- Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278-287.
- Jasmi, A. N., & Hin, L. C. (2014). Student-teacher relationship and student academic motivation. Journal for Interdisciplinary Research in Education (JIRE), 4(1), 1-8.
- Lāri, N., Hejāzi, E., Ejei, J., & Jowkar, B. (2019). Teachers’ perception of the factors influential on teacher-student relationship: A phenomenological analysis. Educational Innovations, 18(2), 53-80. https://doi.org/10.22034/jei.2019.92883
- Ma, L., Du, X., Hau, K.-T., & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational psychology, 38(5), 687-707.
- Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child development, 74(4), 1145-1157.
- Momeni, A., Khamesan, A., Rastgomoghadam, M., & Talebzadeh, L. (2017). Identify the Characteristics and Actions of Supporting Teachers from the Student's Viewpoint: Qualitative Analysis [Research Paper]. Educational Researches Journal, 4(35), 51-71. https://doi.org/10.52547/erj.4.35.51
- Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer.
- Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66-87.
- Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
- Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychology in the Schools, 57(4), 646-677.
- SepahMansour, M., Barati, Z., & Behzadi, S. (2016). Model for Academic Resilience BBased on Academic Competence and Teacher-Student Relationship. Psychological Methods and Models, 7(25), 25-44. http://jpmm.marvdasht.iau.ir/article_2097_944c2a91aa9a578520d5bdf1980956d3.pdf
- Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology, 85(3), 276-288.
- Wanders, F. H., Dijkstra, A. B., Maslowski, R., & Van der Veen, I. (2020). The effect of teacher-student and student-student relationships on the societal involvement of students. Research Papers in Education, 35(3), 266-286.