A1 Journal article – refereed

Teachers' Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study




List of Authors: Yang Wenwen, Laakkonen Eero, Silvén Maarit

Publisher: SAGE PUBLICATIONS INC

Publication year: 2021

Journal: Journal of Psychoeducational Assessment

Journal name in source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT

Journal acronym: J PSYCHOEDUC ASSESS

Number of pages: 13

ISSN: 0734-2829

eISSN: 1557-5144

DOI: http://dx.doi.org/10.1177/07342829211019150

URL: https://journals.sagepub.com/doi/10.1177/07342829211019150


Abstract
This study examined the factorial validity and measurement invariance of the Student-Teacher Relationship Scale-Short Form (STRS-SF), modified by Whitaker et al. (2015), in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.

Downloadable publication

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.




Last updated on 2021-24-06 at 08:15