High affective quality dyadic teacher-child relationships protect against the risk of developing children’s internalizing difficulties (O’Connor et al.,2012). The present study aims to evaluate the psychometric properties of the Student–Teacher Relationship Drawings (STRDs; Zee et al.,2020) in the Italian context. We also assessed links between the STRDs and internalizing difficulties (e.g., loneliness). Participants were 143 children (83 girls), aged 8-14 years (Mage=10.83, SD=1.74), attending primary and middle schools in Italy. Children were invited to draw a picture of themselves and their teacher (α=.84). Also, children completed an online questionnaire assessing student-teacher closeness (SPARTS; Koomen & Jellesma, 2015), time spent alone (Coplan et al., 2019), and indices of internalizing difficulties (i.e., loneliness, social anxiety, and depression; Asher et al., 1984; La Greca & Stone,1993; Kovacs,1992). Parents reported children’s internalizing symptoms (SDQ; Goodman, 1997). All measures were reliable (αs=73-91). A Confirmatory Factor Analysis (CFA) confirmed the one-factor solution of the STRDs, S-B χ2(13)=19.59, p=.10, CFI=.983, RMSEA=.060, 90% CI [.000,.110], SRMR=.034. Findings from a multivariate regression analysis, controlling for child age, gender, and close teacher-child relationships, indicated that the STRD was negatively related to loneliness (b=-.18, p=.007), depression (b=-.06, p=.008), and time spent alone (b=-.28, p=.023). Overall, the findings revealed good psychometric properties of the STRDs. The study also suggested the importance of promoting supportive children’s social relationships with teachers to reduce their loneliness and time spent alone (Galanaki & Vassilopoulou, 2007).
Teacher-Child Relationship and Children's Internalizing Problems: Psychometric Properties of Student-Teacher Relationship Drawings in Italy / De Marco, L.; Brunetti, M.; Roorda, D. L.; Laghi, F.; Longobardi, E.; Sette, S.. - (2024). (Intervento presentato al convegno International society for the study of behavioural development (ISSBD) tenutosi a Lisbon; Portugal).
Teacher-Child Relationship and Children's Internalizing Problems: Psychometric Properties of Student-Teacher Relationship Drawings in Italy
De Marco L.;Brunetti M.;Laghi F.;Longobardi E.;Sette S.
2024
Abstract
High affective quality dyadic teacher-child relationships protect against the risk of developing children’s internalizing difficulties (O’Connor et al.,2012). The present study aims to evaluate the psychometric properties of the Student–Teacher Relationship Drawings (STRDs; Zee et al.,2020) in the Italian context. We also assessed links between the STRDs and internalizing difficulties (e.g., loneliness). Participants were 143 children (83 girls), aged 8-14 years (Mage=10.83, SD=1.74), attending primary and middle schools in Italy. Children were invited to draw a picture of themselves and their teacher (α=.84). Also, children completed an online questionnaire assessing student-teacher closeness (SPARTS; Koomen & Jellesma, 2015), time spent alone (Coplan et al., 2019), and indices of internalizing difficulties (i.e., loneliness, social anxiety, and depression; Asher et al., 1984; La Greca & Stone,1993; Kovacs,1992). Parents reported children’s internalizing symptoms (SDQ; Goodman, 1997). All measures were reliable (αs=73-91). A Confirmatory Factor Analysis (CFA) confirmed the one-factor solution of the STRDs, S-B χ2(13)=19.59, p=.10, CFI=.983, RMSEA=.060, 90% CI [.000,.110], SRMR=.034. Findings from a multivariate regression analysis, controlling for child age, gender, and close teacher-child relationships, indicated that the STRD was negatively related to loneliness (b=-.18, p=.007), depression (b=-.06, p=.008), and time spent alone (b=-.28, p=.023). Overall, the findings revealed good psychometric properties of the STRDs. The study also suggested the importance of promoting supportive children’s social relationships with teachers to reduce their loneliness and time spent alone (Galanaki & Vassilopoulou, 2007).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
