The Student–Teacher Relationship Scale revisited: Testing factorial structure, measurement invariance and validity criteria in German-speaking samples

Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

“…This might reduce conflicts, potentially increase joyful learning opportunities and foster teachers’ feelings of effectiveness. This idea can be further supported by the fact that high quality relationships are associated with a range of positive outcomes and thus high quality relationships might also reflect a productive classroom which also triggers a teacher’s feelings of competence ( Davis, 2003 ; Pianta et al, 2003 ; Milatz et al, 2014 ). As a consequence, teachers might also feel supported by their students and be effective in pursuing their goals, both relevant markers for wellbeing ( Montgomery and Rupp, 2005 ; Chang, 2013 ; Ditzen and Heinrichs, 2014 ).…”

“…Teachers were asked to fill in a paper–pencil questionnaire survey including sociodemographics, the Maslach Burnout Inventory (MBI, Enzmann and Kleiber, 1989 ), attachment security scale ( Asendorpf et al, 1997 ) and the closeness scale of the STRS twice ( Milatz et al, 2014 ). Teachers were instructed to select two target students from their current classroom – one student the teacher “feels most attached to” and one student she “feels least attached to.” Teachers were asked to report about age and gender of the respective student before filling in the STRS questionnaire for both target students.…”

“…Relational closeness was assessed with the Student-Teacher Relationship Scale ( Pianta, 2001 ), recently adjusted for the German context ( Milatz et al, 2014 ). Closeness to most attached/least attached student describes the extent to which the interaction between teacher and student is characterized by reciprocal support, sympathy and warmth as well as open communication about feelings ( k = 4; α = 0.66/0.73, e.g., “This child openly shares his/her feelings and experience with me.”).…”

Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

“…A previous study has demonstrated its validity and reliability [40] in the US context, but its psychometric characteristics have not been studied in other Countries yet. Previous research on STRs as perceived by teachers has demonstrated the presence of a cultural influence on the functioning and psychometric features of instruments [41] indicating the need to carefully adapt tools to different application contexts, in order to avoid possible measurement biases.…”

On Measuring Student-Teacher Relationships

“…In fact, this scale is gaining popularity in European countries as translations and assessment of scale properties have been reported in Greece (Gregoriadis & Tsigilis, 2008), Italy (Fraire et al, 2013), Netherlands (Koomen et al, 2012), Norway (Drugli & Hjemdal, 2013), and Germany (Milatz et al, 2014). Valiente, Lemery-Chalfant, Swanson, and Reiser (2008) used a student-reported, age-appropriate rendition of the STRS with 264, 7-to 12-year-old children in combination with the typical teacher-report version of the STRS.…”