Jie Chen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Jie Chen has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Guangming Li
South China Normal University
1 shared publication - Xiaofeng Zheng
Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou 510631, China
1 shared publication - Xuelan Liu
School of Psychology, South China Normal University, Guangzhou, China
1 shared publication - Yao Wang
School of Education, South China Normal University, Guangzhou 510631, China
1 shared publication
Latest Publications
- Open Access
- 6 January 2026
- Published by MDPI AG in Behavioral Sciences
- Vol. 16 (1) , 74
Development and Validation of the Primary School Students’ Perceived Teacher Trust Behaviors Scale
This study aimed to develop and validate a self-report instrument—the Perceived Teacher Trust Behavior Scale (PTTBS)—to assess primary school students’ perceptions of trust-related behaviors exhibited by their teachers. Adopting a child-centered perspective within the school context, we first conducted in-depth interviews and applied a grounded theory approach to identify dimensions and generate initial items. A cluster sampling method was used to recruit 1400 students (Grades 3~5) from three schools in Guizhou Province, China, who completed the questionnaire. The collected data were analyzed via exploratory factor analysis and confirmatory factor analysis using SPSS 30.0 and Mplus8.10 software. The final version of the PTTBS consists of 13 items across four dimensions: Emotional Support, Competence Recognition, Academic Support, and Moral Recognition. The scale demonstrated excellent internal consistency (Cronbach’s α = 0.90) and split-half reliability (Spearman–Brown coefficient = 0.847). Significant correlations with an established Student-Teacher Relationship Scale were observed, along with good convergent validity (0.502~0.629) and construct validity. The PTTBS exhibits robust psychometric properties and serves as a valid tool for measuring Chinese primary school students’ perceptions of teacher trust behaviors, suitable for both research and practical applications.
- 6 January 2026
- Published by MDPI AG in Behavioral Sciences
- Vol. 16 (1) , 74
Open AccessDevelopment and Validation of the Primary School Students’ Perceived Teacher Trust Behaviors Scale
This study aimed to develop and validate a self-report instrument—the Perceived Teacher Trust Behavior Scale (PTTBS)—to assess primary school students’ perceptions of trust-related behaviors exhibited by their teachers. Adopting a child-centered perspective within the school context, we first conducted in-depth interviews and applied a grounded theory approach to identify dimensions and generate initial items. A cluster sampling method was used to recruit 1400 students (Grades 3~5) from three schools in Guizhou Province, China, who completed the questionnaire. The collected data were analyzed via exploratory factor analysis and confirmatory factor analysis using SPSS 30.0 and Mplus8.10 software. The final version of the PTTBS consists of 13 items across four dimensions: Emotional Support, Competence Recognition, Academic Support, and Moral Recognition. The scale demonstrated excellent internal consistency (Cronbach’s α = 0.90) and split-half reliability (Spearman–Brown coefficient = 0.847). Significant correlations with an established Student-Teacher Relationship Scale were observed, along with good convergent validity (0.502~0.629) and construct validity. The PTTBS exhibits robust psychometric properties and serves as a valid tool for measuring Chinese primary school students’ perceptions of teacher trust behaviors, suitable for both research and practical applications.