Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings

Mengdi Chen; Marjolein Zee; Debora L. Roorda

doi:10.1080/17405629.2021.1952862

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings

Mengdi Chen^*, Marjolein Zee, Debora L. Roorda

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

5 Citations (Scopus)

Abstract

The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC <.84) and Chinese samples (.72 < ICC <.85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.

Original language	English
Pages (from-to)	770-784
Number of pages	15
Journal	European Journal of Developmental Psychology
Volume	19
Issue number	5
DOIs	https://doi.org/10.1080/17405629.2021.1952862
Publication status	Published - 2022
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Research programs

ESSB PED

Access to Document

10.1080/17405629.2021.1952862Licence: CC BY-NC-ND

Assessing student teacher relationship quality in cross-cultural contexts Psychometric properties of student teacher relationship drawingsFinal published version, 782 KBLicence: CC BY-NC-ND

Cite this

@article{7c76493352d04e51a9a1e7a38a372b4f,

title = "Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings",

abstract = "The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC <.84) and Chinese samples (.72 < ICC <.85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students{\textquoteright} relationship experiences.",

author = "Mengdi Chen and Marjolein Zee and Roorda, {Debora L.}",

note = "Publisher Copyright: {\textcopyright} 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",

year = "2022",

doi = "10.1080/17405629.2021.1952862",

language = "English",

volume = "19",

pages = "770--784",

journal = "European Journal of Developmental Psychology",

issn = "1740-5629",

publisher = "Taylor & Francis Ltd",

number = "5",

}

TY - JOUR

T1 - Assessing student–teacher relationship quality in cross-cultural contexts

T2 - Psychometric properties of student–teacher relationship drawings

AU - Chen, Mengdi

AU - Zee, Marjolein

AU - Roorda, Debora L.

PY - 2022

Y1 - 2022

N2 - The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC <.84) and Chinese samples (.72 < ICC <.85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.

AB - The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC <.84) and Chinese samples (.72 < ICC <.85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.

UR - http://www.scopus.com/inward/record.url?scp=85111368872&partnerID=8YFLogxK

U2 - 10.1080/17405629.2021.1952862

DO - 10.1080/17405629.2021.1952862

M3 - Article

AN - SCOPUS:85111368872

SN - 1740-5629

VL - 19

SP - 770

EP - 784

JO - European Journal of Developmental Psychology

JF - European Journal of Developmental Psychology

IS - 5

ER -

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings

Abstract

Bibliographical note

Research programs

Access to Document

Other files and links

Fingerprint

Cite this