Teacher-Student Relationships Scale – Chinese Version

Description

The teacher-student relationship is a fundamental interpersonal relationship between teachers and students in schools and is an important social relationship in the socialization process of children. It runs through the entire education process and directly impacts the healthy growth of students. Numerous studies have shown that a good teacher-student relationship is a key factor in promoting student development and reducing problematic behaviors. Such relationships foster the development of students’ moral character, academic improvement, intelligence cultivation, and overall physical and mental development. Close teacher-student relationships contribute positively to children’s attitudes toward school, their participation in class and school activities, and the formation of positive emotional relationships with peers, as well as the development of good personality traits and higher social adaptability. Conversely, poor teacher-student relationships (such as teacher-student conflicts) can lead to feelings of loneliness and negative emotions toward school, estrangement from teachers and classmates, and the display of withdrawn, aggressive behaviors, all of which can negatively impact academic behaviors and achievements, potentially resulting in school dropout and psychological disorders.

Authors and Contact Email

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Purpose

The purpose of the Teacher-Student Relationship Scale (STRS) is to assess the nature of the relationship between students and their mathematics teachers over the past six months.

Test Year

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Administration Method and Scoring

Students are asked to respond to the items based on their actual experiences over the past six months. The scoring is based on a 5-point Likert scale: 1 (非常不符合, very inconsistent), 2 (比较不符合, somewhat inconsistent), 3 (不确定, uncertain), 4 (比较符合, somewhat consistent), 5 (非常符合, very consistent).

Reliability and Validity

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Factors and Subscales

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Keywords

Teacher-student relationship, student development, academic achievement, emotional well-being.

Items in Chinese

A1 我与老师之间的关系是亲密的。
A2 老师找我麻烦。
A3 当学习有进步时，老师会表扬我。
A4 我希望改善与老师的关系。
A5 我愿意把自己的心里话告诉老师。
A6 老师对我不公平。
A7 当学习上遇到难题时，老师会耐心地给我讲解。
A8 自己与老师之间的相处方式正是我所希望的。
A9 学习上遇到困难的时候，老师会及时的帮助我。
A10 我满意自己与老师之间的关系。
A11 与老师的交往使我感到有自信。
A12 老师看我不顺眼。
A13 学习上遇到困难时，我会寻求老师的帮助。
A14 难过或受委屈的时候，老师不会主动关心我。
A15 我与老师相处得不好。
A16 当学习上没有信心时，老师会鼓励我。
A17 上课之前，我期待上老师讲的课。
A18 我会把自己的事情告诉老师。
A19 我会因与老师看法不一致，而发生争吵。
A20 我珍惜自己与老师之间的关系。
A21 老师会认真听取我的意见和建议。
A22 在课堂上，老师不会关注我。
A23 我愿意和老师一起做事情。

Items in English

A1 My relationship with the teacher is close.
A2 The teacher causes me trouble.
A3 When I make progress in my studies, the teacher praises me.
A4 I hope to improve my relationship with the teacher.
A5 I am willing to share my inner thoughts with the teacher.
A6 The teacher is unfair to me.
A7 When I encounter difficulties in my studies, the teacher patiently explains to me.
A8 The way I interact with the teacher is exactly what I hope for.
A9 When I face difficulties in learning, the teacher helps me in a timely manner.
A10 I am satisfied with my relationship with the teacher.
A11 Interacting with the teacher gives me confidence.
A12 The teacher dislikes me.
A13 When I encounter difficulties in learning, I seek help from the teacher.
A14 When I feel sad or wronged, the teacher does not proactively care about me.
A15 I do not get along well with the teacher.
A16 When I lack confidence in my studies, the teacher encourages me.
A17 Before class, I look forward to the teacher’s lessons.
A18 I will share my matters with the teacher.
A19 I argue with the teacher when we have differing opinions.
A20 I cherish my relationship with the teacher.
A21 The teacher listens carefully to my opinions and suggestions.
A22 In class, the teacher does not pay attention to me.
A23 I am willing to do things with the teacher.

References

邹泓, 屈智勇, 叶苑. 中小学生的师生关系与其学校适应[J]. 心理发展与教育, 2007, 23(4):6.
郭艺伟. 初中生的成就动机、完美主义、师生关系与其学习投入的关系[D].天津师范大学,2020.DOI:10.27363/d.cnki.gtsfu.2020.000793.
王达. 隔代教养方式对留守初中生学校人际关系的影响：心理弹性的中介作用[D].重庆工商大学,2022.DOI:10.27713/d.cnki.gcqgs.2022.000431.