Abstract
Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.
Highlights
The teacher–student relationship has been a line of research that has attracted psychologists, sociologists, and pedagogists over the past 30 years
The results of the measurement invariance tests in this study showed that the psychometric characteristics of the measurements obtained for the total score and subdimensions of 3Cs define the teacher–student relationship quality, and the measurements obtained from the measurement models contained bias in terms of cultures and cannot be fully generalized within cultural samples utilized in this study
Researchers seem to disagree on the best way to conceptualize, operationalize, and measure the quality of the teacher–student relationship [71]
Summary
The teacher–student relationship has been a line of research that has attracted psychologists, sociologists, and pedagogists over the past 30 years. The quality of the teacher–student relationship has been found to affect student learning processes, discipline strategies, motivation, and academic achievement [1,2,3,4]. The findings suggest that a positive relationship with a teacher is associated with better than expected or improved outcomes [5,6,7,8,9], while a negative teacher–student relationship is linked to negative outcomes [10,11,12]. Children’s relationships with their teachers can be a crucially important influence, affecting students’ connection to the school, including motivation and academic performance, as well as psychosocial wellbeing [13]. While the quality of the teacher–student relationship has been shown to have strong links to students’ outcomes, the relationship quality seems to be affected by some factors.
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