ABSTRACT

This study examines teachers’ and children’s perceptions of dependency, and their linkages with other relationship dimensions, in a cultural context with a more collectivistic orientation. Additionally, it examines the factorial validity and reliability of the Greek version of the Child Appraisal of Relationship with Teacher Scale (CARTS) and teacher-child perceptions' convergence of relationship quality. Participants were 348 kindergarten students and 35 teachers from Greek kindergarten classrooms. The measures used were the Student-Teacher Relationship Scale (STRS) and CARTS. Results verified the factorial validity and internal consistency of the Greek CARTS. Results replicated previous findings suggesting a positive association between Closeness and Dependency in both teachers’ and children’s perceptions. The finding about the positive association between closeness and dependency in a cultural context with a more collectivistic orientation, challenges the cultural universality of the construct of dependency and highlights the need for a more in-depth examination of the construct of dependency.

摘要

本研究在更具集体主义倾向的文化背景下，考察了教师和儿童对依赖的看法，以及他们与其他关系维度的联系。此外，它还检查了希腊版本的儿童与教师关系评估量表 (CARTS) 的因子效度和可靠性以及师生关系质量感知的趋同性。参与者是来自希腊幼儿园教室的348名幼儿园学生和35名教师。使用的措施是学生-教师关系量表 (STRS) 和 CARTS。结果验证了希腊CARTS的因子效度和内部一致性。结果重复了之前的发现，表明教师和孩子们对亲密和依赖之间的看法呈正相关。