{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T07:21:41Z","timestamp":1789629701245,"version":"build-2803163510"},"reference-count":68,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,19]],"date-time":"2025-12-19T00:00:00Z","timestamp":1766102400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2025,12,19]],"date-time":"2025-12-19T00:00:00Z","timestamp":1766102400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100023315","name":"Asociaci\u00f3n de Amigos de la Universidad de Navarra","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100023315","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The quality of the affective bond between teachers and their students is recognised as a key determinant of children's socio\u2010emotional adjustment, classroom climate and academic engagement. Spain, however, lacks student\u2010reported 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A forward\u2013back translation and pilot testing produced a 25\u2010item Spanish version (SPARTS\u2010E). 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\u2010 and teacher\u2010rated relationship quality and tested whether student\u2010perceived relationship quality predicted pupils' perceptions of classroom climate.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Exploratory and confirmatory analyses supported a three\u2010factor structure\u2014Closeness, Conflict and Negative Expectations\u2014replicating the original model. Closeness and Conflict showed satisfactory reliability (\n                      <jats:italic>\u03b1<\/jats:italic>\n                      \u2009&gt;\u20090.80), whereas Negative Expectations was low (\n                      <jats:italic>\u03b1<\/jats:italic>\n                      \u2009=\u20090.45). Closeness correlated positively with favourable classroom\u2010climate dimensions and negatively with Conflict and Negative Expectations. Student\u2013teacher agreement was modest, emerging mainly for Conflict. Regression analyses indicated that student\u2010perceived Closeness was the strongest predictor of classroom climate.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The SPARTS\u2010E is a psychometrically sound instrument for assessing student\u2010reported Closeness and Conflict in Spanish primary schools; refinement of the Negative Expectations subscale is warranted. The scale supports cross\u2010cultural research and underscores the pivotal role of teacher\u2013student relationships in fostering positive classroom environments.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/cch.70214","type":"journal-article","created":{"date-parts":[[2025,12,20]],"date-time":"2025-12-20T05:50:16Z","timestamp":1766209816000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Teacher\u2013Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS\u2010E in the Spanish Context7"],"prefix":"10.1111","volume":"52","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6919-2432","authenticated-orcid":false,"given":"Laura","family":"Garcia\u2010Rodriguez","sequence":"first","affiliation":[{"name":"School of Education and Psychology University of Navarra  Pamplona Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charo","family":"Reparaz","sequence":"additional","affiliation":[{"name":"School of Education and Psychology University of Navarra  Pamplona Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Concha","family":"Iriarte","sequence":"additional","affiliation":[{"name":"School of Education and Psychology University of Navarra  Pamplona Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,19]]},"reference":[{"issue":"1","key":"e_1_2_13_2_1","first-page":"124","article-title":"La Adaptaci\u00f3n de Instrumentos de Medida de Unas Culturas a Otras: Una Perspectiva Pr\u00e1ctica","volume":"19","author":"Balluerka N.","year":"2007","journal-title":"Psicothema"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjdp.12504"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.1590\/0104\u20104060.47877"},{"key":"e_1_2_13_5_1","first-page":"136","volume-title":"Testing Structural Equation Models","author":"Browne M.","year":"1993"},{"key":"e_1_2_13_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/01443410.2013.864754"},{"key":"e_1_2_13_7_1","doi-asserted-by":"publisher","DOI":"10.1108\/JPCC\u201009\u20102022\u20100053"},{"key":"e_1_2_13_8_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph191914840"},{"key":"e_1_2_13_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2019.07.011"},{"key":"e_1_2_13_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2021.101979"},{"key":"e_1_2_13_11_1","doi-asserted-by":"publisher","DOI":"10.1002\/cad.20415"},{"key":"e_1_2_13_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10212\u2010020\u201000473\u20106"},{"key":"e_1_2_13_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.2015.1039113"},{"key":"e_1_2_13_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2018.06.003"},{"key":"e_1_2_13_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10964\u2010011\u20109674\u20102"},{"key":"e_1_2_13_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11218\u2010025\u201010107\u20108"},{"key":"e_1_2_13_17_1","doi-asserted-by":"publisher","DOI":"10.35362\/rie3334005"},{"key":"e_1_2_13_18_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11218\u2010023\u201009821\u2010y"},{"key":"e_1_2_13_19_1","doi-asserted-by":"publisher","DOI":"10.14204\/ejrep.31.13068"},{"key":"e_1_2_13_20_1","unstructured":"Garc\u00edaR. 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