Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students

Abstract

The affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherlands and China. The sample consisted of 789 primary school students (51% girls) and 35 teachers (80% female) from the Netherlands, and 587 primary school students (53% girls) and 14 teachers (93% female) from Zhejiang, China. Both teachers and students reported about the quality of their mutual relationships. Structural equation modeling showed that teachers' perceptions of closeness, conflict and dependency, as well as students' perceptions of closeness and conflict in the relationship, reached partially strong invariance. Chinese students perceived more closeness and less conflict with teachers than Dutch students. Chinese teachers also reported less conflict but comparable levels of closeness and dependency as Dutch teachers. Chinese teacher-student dyads had higher agreement on closeness but lower agreement on conflict than Dutch teacher-student dyads. Implications and suggestions for future research are discussed.