ArticleChild: care, health and development2026
Teacher-Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS-E in the Spanish Context7.
Article in Child: care, health and development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Teacher-Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS-E in the Spanish Context7.Child: care, health and development · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundThe quality of the affective bond between teachers and their students is recognised as a key determinant of children's socio-emotional adjustment, classroom climate and academic engagement. Spain, however, lacks student-reported measures grounded in attachment theory. This study therefore adapted and validated the Student Perception of Affective Relationship with Teacher Scale (SPARTS) for Spanish primary education and examined its associations with classroom climate and teacher perceptions.
methodsA forward-back translation and pilot testing produced a 25-item Spanish version (SPARTS-E). Participants were 1073 Year 5 and Year 6 pupils and 58 teachers from three regions. The sample was randomly split for exploratory and confirmatory factor analyses. We also assessed the correspondence between student- and teacher-rated relationship quality and tested whether student-perceived relationship quality predicted pupils' perceptions of classroom climate.
resultsExploratory and confirmatory analyses supported a three-factor structure-Closeness, Conflict and Negative Expectations-replicating the original model. Closeness and Conflict showed satisfactory reliability (α > 0.80), whereas Negative Expectations was low (α = 0.45). Closeness correlated positively with favourable classroom-climate dimensions and negatively with Conflict and Negative Expectations. Student-teacher agreement was modest, emerging mainly for Conflict. Regression analyses indicated that student-perceived Closeness was the strongest predictor of classroom climate.
conclusionThe SPARTS-E is a psychometrically sound instrument for assessing student-reported Closeness and Conflict in Spanish primary schools; refinement of the Negative Expectations subscale is warranted. The scale supports cross-cultural research and underscores the pivotal role of teacher-student relationships in fostering positive classroom environments.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.