Resumo

PETRUCCI, Giovanna Wanderley; BORSA, Juliane Callegaro; BARBOSA, Altemir José Gonçalves  e  KOLLER, Sílvia Helena. Cultural adaptation and evidences of validity of the Student-Teacher Relationship Scale. Aval. psicol. [online]. 2014, vol.13, n.1, pp. 133-142. ISSN 2175-3431 .

This article describes the procedures for adaptation and validation of the Student-Teacher Relationship Scale – Short Form (STRS) for the Brazilian context. The STRS assesses the teachers' view on the quality of your relationship with each student from indicators of closeness and conflict in the relationship. Participants were 31 teachers from 3rd to 5th grade from four schools from Porto Alegre. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument and provided good indices of fit for the model. Analysis of convergent validity showed satisfactory results. It was found that the relationships of the teachers are more positive with girls than with boys. The adapted version of the ERPA proves to be a useful measure for assessing the quality of the teacher-student relationship in the Brazilian context.

Palavras-chave : student-teacher relationship; childhood; adaptation; validation.

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