Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting. (March 2022)

• Record Type: Journal Article
• Authors: Vahidi, Elahe; Ghanbari, Saeed; Koomen, Helma; Akbari Zardkhane, Saeed; Zee, Marjolein
• Is Part Of: Studies in educational evaluation. Volume 72(2022)
• Publication Date: 2022-03
• Subjects: Student–teacher relationship scale -- Confirmatory factor analysis -- Dependency -- Collectivistic culture -- Elementary school; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2022.101125
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: Validity of the STRS in the Iranian educational setting is examined. CFA, using an item parceling approach, supports the three-factor structure of the STRS. Dependency is positively correlated with Closeness in the Iranian context. Exploration of sociocultural influences on the interpretation of Dependency is warranted. Abstract: The Student–Teacher Relationship Scale (STRS) is widely used to evaluate the quality of student–teacher relationships in terms of Closeness, Conflict, and Dependency. The main purpose of this study was to examine factorial validity of the adapted-STRS proposed by Koomen et al. (2012) in the Iranian educational setting. Another purpose was to examine correlations of the Dependency scale with the Closeness and Conflict scales of the adapted-STRS, when applied in a non-western sociocultural context. Results of confirmatory factor analysis, using an item parceling approach, provided evidence for the three-factor structure of the adapted-STRS with scales indicating satisfactory internal consistency. Additionally, the Dependency scale was positively correlated with Closeness but not with Conflict in the Iranian context. These findings call for further examination of sociocultural influences on the nature and interpretation of dependent student–teacher relationships.