Abstract
Relationships with teachers have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of working alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working relationship between two individuals. The current study sought to examine the construct validity of the Classroom Working Alliance Inventory (CWAI). Multilevel confirmatory factor analyses supported a two-factor model, representing the emotional and collaborative elements of relationship. These findings provide evidence for the validity of the construct of classroom working alliance in capturing the working relationship between teacher and student.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 30-48 |
| Number of pages | 19 |
| Journal | Elementary School Journal |
| Volume | 116 |
| Issue number | 1 |
| DOIs | |
| State | Published - Sep 1 2015 |
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ASJC Scopus subject areas
- Education
Cite this
Reconceptualizing teacherstudent relationships : Applicability of the working alliance within classroom contexts. / Toste, Jessica R.; Heath, Nancy L.; Connor, Carol McDonald; Peng, Peng.
In: Elementary School Journal, Vol. 116, No. 1, 01.09.2015, p. 30-48.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Reconceptualizing teacherstudent relationships
T2 - Applicability of the working alliance within classroom contexts
AU - Toste, Jessica R.
AU - Heath, Nancy L.
AU - Connor, Carol McDonald
AU - Peng, Peng
PY - 2015/9/1
Y1 - 2015/9/1
N2 - Relationships with teachers have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of working alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working relationship between two individuals. The current study sought to examine the construct validity of the Classroom Working Alliance Inventory (CWAI). Multilevel confirmatory factor analyses supported a two-factor model, representing the emotional and collaborative elements of relationship. These findings provide evidence for the validity of the construct of classroom working alliance in capturing the working relationship between teacher and student.
AB - Relationships with teachers have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of working alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working relationship between two individuals. The current study sought to examine the construct validity of the Classroom Working Alliance Inventory (CWAI). Multilevel confirmatory factor analyses supported a two-factor model, representing the emotional and collaborative elements of relationship. These findings provide evidence for the validity of the construct of classroom working alliance in capturing the working relationship between teacher and student.
UR - http://www.scopus.com/inward/record.url?scp=84941644873&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84941644873&partnerID=8YFLogxK
U2 - 10.1086/683110
DO - 10.1086/683110
M3 - Article
AN - SCOPUS:84941644873
VL - 116
SP - 30
EP - 48
JO - Elementary School Journal
JF - Elementary School Journal
SN - 0013-5984
IS - 1
ER -