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

Autor/inn/en	Milatz, Anne; Glüer, Michael; Harwardt-Heinecke, Elena; Kappler, Gregor; Ahnert, Lieselotte
Titel	The Student-Teacher Relationship Scale revisited: Testing factorial structure, measurement invariance and validity criteria in German-speaking samples. Gefälligkeitsübersetzung: Der Fragebogen "Student-Teacher Relationship Scale" neu betrachtet: Überprüfung der faktoriellen Struktur, Messinvarianz, und Validitätskriterien in deutschsprachigen Stichproben.
Quelle	In: Early childhood research quarterly, 29 (2014) 3, S. 357-368Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2014.04.003
Schlagwörter	Rating-Skala; Zwischenmenschliche Beziehung; Grundschule; Lehrer; Lehrer-Schüler-Interaktion; Testreliabilität; Testvalidität; Validität; Pädagogische Fachkraft; Kriterium; Qualität; Kindergartenerzieher
Abstract	Investigated the psychometric properties of the Student-Teacher Relationship Scale (STRS) in German speaking samples. A total of 467 preschool and elementary school teachers (aged 20-61 years) completed a German version of the Student-Teacher Relationship Scale for a total of 871 students (mean age 6 years). External observers evaluated the quality of student-teacher attachments in the kindergarten sample using the Attachment-Q-Set (AQS). For a subsample of the students, teachers completed the Interpersonal Competence Scale (ICS) and the Strengths and Difficulties Questionnaire (SDQ-Deu). Elementary school students were assessed using the Students' Report on Feelings about School. Results of confirmatory factor analyses did not support the original factor structure of the instrument. Thus, exploratory factor analyses were conducted and an adjusted three-factor structure could be confirmed using 12 of the 28 original items. Furthermore, strong factorial invariance could be observed. Finally, the criterion validity of the measure was supported. The resulting version of the STRS is concluded to be a useful screening instrument to identify relationship problems between students and teachers. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3