Factor Structure of the Student–Teacher Relationship Scale for Norwegian School-age Children Explored with Confirmatory Factor Analysis

Abstract

The validity of the Student–Teacher Relationship Scale (STRS) was examined in a national sample of 863 Norwegian schoolchildren in grades 1–7 (aged 6–13). The original factor structure of the STRS was tested by confirmatory factor analysis (CFA). The CFA results did not support the original three-factor structure of the STRS. Subsequent CFA of the short form of the STRS (STRS-SF) supported the shortened version, which contained 15 items and two factors (closeness and conflict). The concurrent validity of the STRS-SF was also found to be good. This study provides initial support for the factor validity of the STRS-SF for Norwegian children in grades 1–7. This measurement should be useful for both researchers and practitioners who want to assess and evaluate the quality of student–teacher relationships.

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