Development and Validation of the Teacher-Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis

By Rebecca Pei-Hui Ang. 2005

175 citations recorded by the source corpus.

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Citations in the corpus

Measure Twice, Cut down Error: A Process for Enhancing the Validity of Survey Scales (2011, background): “For example, one item, “I like this student,” from the Teacher-Student Relationship Inventory (Ang, 2005) was reworded to “How much do you like Student X’s personality?””
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “Learning in classrooms, by definition, is a socially interactive process, and the quality of teachers’ relationships with their students has been shown to be important from preschool through the high school years (Croninger & Lee, 2001; Hamre & Pianta, 2001), both in relation to students’ bonding to”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “…such as the widely used and well-validated Student – Teacher Relationship Scale, to measure teacher perceptions of conflict, closeness, and (sometimes) dependency in their relationships with specific children from preschool to upper elementary school (Ang 2005; Pianta 2001; Koomen et al .”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, methodology): “Questions on emotional support were adapted from the Instrumental help subscale (Cronbach's α = .95) of the Teacher-Student Relationship Inventory (Ang, 2005) and the Teacher-student relationship subscale (Cronbach's α = .88) of the Student Engagement Instrument (SEI) (Appleton et al., 2006).”
Teacher Efficacy In the Context of Teaching Low Achieving Students (2008, background): “Teacher–Student Relationship Inventory (TSRI) The fourteen-item TSRI (Ang 2005) assesses teacher perceptions of the quality of their relationship with students from upper primary through secondary school.”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “…on the attachment theory (Bowlby, 1980) and found that a supportive teacher–student relationship was positively related to students’ maths performance from Grade 1 to Grade 9 (Ang, 2005; Hamre & Pianta, 2001; Roorda, Koomen, Spit, & Oort, 2011; Valiente, Lemery-Chalfant, Swanson, & Re, 2008).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, unknown): “*Ang, R. P. (2005). Development and validation”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, methodology): “A “closeness” scale, adapted from Ang (2005) and Pianta (2001), measured students’ relational behaviour reflecting the interpersonal TSR. Recently, Klassen et al. (2013) have developed a similar scale called “social engagement,” a sub-scale of the “Engaged Teacher Scale.””
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…Studies Author Year Students (N) p/s rpe rne rpa rna rpn rea Allen & Fraser 2007 120 p .11 – .05 – – – Al–Yagon & Mikulincer 2004 205 p – – .19 −.33 −.38 – Ang 2005 266 p – – .22 −.03 −.45 – Arbeau et al. 2010 169 p .22 −.23 – – −.48 – Archambault et al. 2013 1,145 p .40 – .17 – –…”