SHORT FORM
1. I share an affectionate‚ warm relationship with this child.
2. This child and I always seem to be struggling with each other.
3. If upset‚ this child will seek comfort from me.
4. This child is uncomfortable with physical affection or touch from me.
5. This child values his/her relationship with me.
6. When I praise this child‚ he/she beams with pride.
7. This child spontaneously shares information about himself/herself.
8. This child easily becomes angry at me.
9. It is easy to be in tune with what this student is feeling.
10.This child remains angry or is resistant after being disciplined.
11.Dealing with this child drains my energy.
12.When this child arrives in a bad mood‚ I know we’re in for a long and difficult day.
13.This child’s feelings toward me can be unpredictable or can change suddenly.
14.This child is sneaky or manipulative with me.
15.This child openly shares his/her feelings and experiences with me.
1. I share an affectionate‚ warm relationship with the children.
2. The children and I always seem to be struggling with each other.
3. If upset‚ the children will seek comfort from me.
4. The children are uncomfortable with physical affection or touch from me.
5. The children value their relationship with me.
6. When I praise the children‚ they beam with pride.
7. The children share information with me about themselves even if I don’t ask.
8. The children easily become angry with me.
9. It is easy to be in tune with what the children are feeling.
10.The children remain angry or are resistant after being disciplined.
11.Dealing with the children drains my energy.
12.When the children are in a bad mood‚ I know we’re in for a long and difficult day.
13.The children’s feelings toward me can be hard to predict or can change suddenly.
14.The children are sneaky or manipulative with me.
15.The children openly share their feelings and experiences with me.
Long form
1. I share an affectionate‚ warm relationship with this child.
2. This child and I always seem to be struggling with each other.
3. If upset‚ this child will seek comfort from me.
4. This child is uncomfortable with physical affection or touch from me.
5. This child values his/her relationship with me.
6. This child appears hurt or embarrassed when I correct him/her.
7. When I praise this child‚ he/she beams with pride.
8. This child reacts strongly to separation from me.
9. This child spontaneously shares information about himself/herself.
10. This child is overly dependent on me.
11.This child easily becomes angry at me.
12. This child tries to please me.
13. This child feels that I treat him/her unfairly.
14.This child asks for my help when he/she really does not need help.
15.It is easy to be in tune with what this student is feeling.
16. This child sees me as a source of punishment and criticism.
17.This child express hurt or jealously when I spend time with other children.
18.This child remains angry or is resistant after being disciplined.
19.When this child is misbehaving‚ he/she responds well to my look or tone of voice.
20.Dealing with this child drains my energy.
21.I’ve notice this child copying my behavior or ways of doing things.
22.When this child arrives in a bad mood‚ I know we’re in for a long and difficult day.
23.This child’s feelings toward me can be predictable or change suddenly.
24.Despite my best offers‚ I am uncomfortable with how this child and I get along.
25.This child whines or cries when he/she wants something from me.
26.This child is sneaky or manipulative with me.
27.This child openly shares his/her feelings and experiences with me.
28.My interactions with This child make me feel effective and confident.
Closeness (alpha 0.76- 0.86)‚ Conflict (alpha 0.86- 0.92)‚ Dependency (alpha 0.55- 0.64) and total (alpha 0.74- 0.89)
5-point likert scale: 1 (definitely does not apply)‚ 2 (not really)‚ 3 (neutral‚ not sure)‚ 4 (applies somewhat)‚ and 5 (definitely applies).
Short form: Closeness (1‚ 3‚ 5‚ 6‚ 7‚ 9‚ 15) and Conflict (2‚ 4‚ 8‚ 1‚ 11‚ 12‚ 13‚ 14)
Long form: Closeness (1‚ 3‚ 4‚ 5‚ 7‚ 9‚ 12‚ 15‚ 21‚ 27‚ 28)‚ Conflict (2‚ 11‚ 13‚ 16‚ 18‚ 19‚ 20‚ 22‚ 24‚ 25‚ 26) and Dependency (6‚ 8‚ 10‚ 14‚ 17)
Burchinal‚ M.R.‚ Peisner-Feinberg‚ E.‚ Pianta R.C.‚ & Howes‚ C. (2002). Development of academic skills from preschool through second grade: family and classroom predictors of developmental trajectories. Journal of School Psychology‚ 40‚ 415-436.
Hamre‚ B.K.‚ & Pianta‚ R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development‚ 72(2)‚ 625- 638.
Pianta‚ R.C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology‚ 32‚ 15-31.
Pianta‚ R.C. (2001). Implications of a developmental systems model for preventing and treating behavioral disturbances in children and adolescents. In Graziano‚ R.A.‚ Keane‚ S.P.‚ & Calkins‚ S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology‚ 45‚ 3-19.
Pianta‚ R.C.‚ Nimetz‚ S.L.‚ & Bennett‚ E. (1997). Mother-child relationships‚ teacher-child relationships‚ and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly‚ 12‚ 263-280.
Pianta‚ R.C.‚ & Stuhlman‚ M. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review‚ 33(3)‚ 444-458.
Whitaker‚ R. C.‚ Dearth-Wesley‚ T.‚ & Gooze‚ R. A. (2015). Workplace stress and the quality of teacher–children relationships in Head Start. Early Childhood Research Quarterly‚ 30‚ 57-69.
