Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6.

ABSTRACT: Prior research has demonstrated that children form developmentally salient relationships with teachers and that these relationships are uniquely predictive of subsequent functioning both in and outside of school. However, prior work estimating trajectories and predictors of teacher-student relationship quality has failed to test and adjust for bias in questionnaire items. The present study used longitudinal data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1140) to test and adjust for measurement bias in the Student-Teacher Relationship Scale (STRS; Pianta, 2001) across grades (K-6) and sociodemographic characteristics (i.e., birth sex, race/ethnicity, family income-to-needs ratio, and maternal education) to generate less biased estimates of trajectories of t

SUBMITTER: Magro SW 

PROVIDER: S-EPMC11180223 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature