Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting

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.