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dc.contributor.authorStensen, Kenneth
dc.contributor.authorLydersen, Stian
dc.contributor.authorRanøyen, Ingunn
dc.contributor.authorKlöckner, Christian Andreas Nikolaus
dc.contributor.authorBuøen, Elisabet Solheim
dc.contributor.authorLekhal, Ratib
dc.contributor.authorDrugli, May Britt
dc.date.accessioned2024-03-07T14:33:16Z
dc.date.available2024-03-07T14:33:16Z
dc.date.created2023-03-29T15:12:01Z
dc.date.issued2023
dc.identifier.citationJournal of Psychoeducational Assessment. 2023, 41 (5), 514-525.en_US
dc.identifier.issn0734-2829
dc.identifier.urihttps://hdl.handle.net/11250/3121463
dc.description.abstractThe Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.en_US
dc.description.abstractPsychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Contexten_US
dc.language.isoengen_US
dc.publisherSageen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titlePsychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Contexten_US
dc.title.alternativePsychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Contexten_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber514-525en_US
dc.source.volume41en_US
dc.source.journalJournal of Psychoeducational Assessmenten_US
dc.source.issue5en_US
dc.identifier.doi10.1177/07342829231166251
dc.identifier.cristin2138226
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.fulltextoriginal
cristin.qualitycode1


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