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
Publication Type and Release Option
Event
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.
