Development and validation of a measure to assess head start childrens appraisals of teacher support

In this study, we present data on the development of Young Childrenʹs Appraisals of Teacher Support (Y-CATS), a measure designed to explore childrenʹs perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Childrenʹs reports on the Y-CATS were significantly associated with academic achievement and with teachersʹ ratings of social skills and behavior problems.