The Student-Instructor Relationship Measure: Further Psychometric Data
Abstract
We developed a survey to assess student-instructor relationships from the student perspective that was guided by the theoretical principal that there are central relationship qualities that are deemed significant across most relationships. The Student-Instructor Relationship Scale (Creasey, Jarvis, & Gadke, 2009) contains 36 items that were designed to capture central relationship dimensions (i.e., connectedness and anxiety) . We will present the results of three studies that demonstrate its psychometric properties. In the first study, the test-retest reliability of this instrument will be reported. In the second study, the association between this scale and a negative classroom disposition—test anxiety—will be reported. In the third study, associations between student-instructor relationships and positive achievement dispositions were tracked over time. Improvements in the student-instructor relationship were related to more positive achievement orientations over the course of the semester.
Location
Concourse
Recommended Citation
Creasey, Gary and Jarvis, Patricia, "The Student-Instructor Relationship Measure: Further Psychometric Data " (2010). SoTL Commons Conference. 70.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/70
The Student-Instructor Relationship Measure: Further Psychometric Data
Concourse
We developed a survey to assess student-instructor relationships from the student perspective that was guided by the theoretical principal that there are central relationship qualities that are deemed significant across most relationships. The Student-Instructor Relationship Scale (Creasey, Jarvis, & Gadke, 2009) contains 36 items that were designed to capture central relationship dimensions (i.e., connectedness and anxiety) . We will present the results of three studies that demonstrate its psychometric properties. In the first study, the test-retest reliability of this instrument will be reported. In the second study, the association between this scale and a negative classroom disposition—test anxiety—will be reported. In the third study, associations between student-instructor relationships and positive achievement dispositions were tracked over time. Improvements in the student-instructor relationship were related to more positive achievement orientations over the course of the semester.
