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Student–Teacher Relationship Scale (STRS)

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Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The STRS is a teacher-report questionnaire developed by Robert C. Pianta for assessing conflict, closeness, and dependency in teacher–student relationships, primarily from preschool through elementary school.

Components

  • Student–Teacher Relationship Scale (STRS) measuring conflict, closeness, and dependency: The review describes the Student–Teacher Relationship Scale as a widely used and well-validated teacher-report questionnaire measuring perceptions of conflict, closeness, and sometimes dependency in relationships with specific children from preschool to upper elementary school. Conflict items include "Dealing with this child drains my energy"; closeness items include "My interactions with this child make me feel effective and confident." The review notes teachers' reports of relationship quality are unique predictors of children's school functioning above direct reports of student behavior, supporting their validity, though some researchers have questioned the validity of the dependency subscale. (Jantine L. Spilt et al. (2011))

Claims

Key Sources

  • Jantine L. Spilt, Helma M. Y. Koomen, & Jochem T. Thijs. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-011-9170-y
Page metadata
Field Value
type product
id studentteacher-relationship-scale-strs
title Student–Teacher Relationship Scale (STRS)
description The STRS is a teacher-report questionnaire developed by Robert C.
status review
product_kind assessment
generated by process:settle-candidates on 2026-10-21
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