A cross-cultural comparison of teacher-student relationship quality in Chinese and Italian teachers and students

Abstract

Studies comparing teacher-student relationships between Eastern and Western countries are relatively rare. This study compared the affective qualities of teacher-student relationships between Eastern (i.e., China) and Western (i.e., Italy) countries to explore the measurement invariance, latent mean differences, and cultural differences in reporters' (teachers and students) agreement levels. An Italian sample of 31 teachers and 1647 students (46.9% girls; ages 9–14 years) and a Chinese sample of 28 teachers and 1474 students (44% girls; ages 9–14 years) reported on their perceptions of closeness and conflict in the teacher-student relationship. Measures of both student-perceived and teacher-perceived relationships achieved (partial) scalar invariance between the two cultures in the full sample, elementary school subsamples, and junior high school subsamples. Compared to their Chinese peers, the Italian junior high school students reported lower levels of conflict with their teachers, but there was no difference in closeness level. In addition, there was no difference in reporters' agreement across China and Italy in the full sample and in the junior high school subsample, whereas the Italian reporters' agreement on conflict was higher in the elementary school subsample.