Ang Rebecca P, Ong Soo Lin, Li Xiang
National Institute of Education, Nanyang Technological University, Singapore, Singapore.
Ministry of Education, Singapore, Singapore.
Front Psychol. 2020 Jul 28;11:1724. doi: 10.3389/fpsyg.2020.01724. eCollection 2020.
There is limited knowledge concerning children's relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student's perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.
关于儿童与教师关系的知识有限，具体而言，我们缺乏一种适合亚洲文化背景、从学生视角评估师生关系的测量工具。本研究以依恋理论为理论框架来理解师生关系。作者利用新加坡教育部（MOE）的数据集，开发并验证了学生版的师生关系量表（S-TSRI），该量表对新加坡儿童具有良好的心理测量学特性。由满意度、工具性帮助和冲突这三个因素构成的S-TSRI模型首先通过探索性因素分析（EFA）建立，并经验证性因素分析（CFA）得到确认。通过后续的多组验证性因素分析，我们发现该模型在性别、年级水平以及以及格和不及格组为代表的不同学业水平的学生中都具有因素不变性。在总样本、及格组和不及格组中对结构模型进行了检验。对于总样本组和及格组，满意度和工具性帮助这两个因素与学校归属感呈显著正相关，与攻击性行为呈负相关或不显著相关。冲突因素与学校归属感呈较弱的负相关或不显著相关，与攻击性行为呈正相关。对于不及格组，除一个例外情况外得到了相同的结果；针对不及格组具有不同需求概况这一点进行了讨论。本研究结果表明，14项的S-TSRI测量工具具有稳健的心理测量学特性，并且在来自新加坡的这个小学生大样本中得出的分数是可靠且有效的。
