Overview
The Pianta Student-Teacher Relationship Scale (STRS) is an instrument to measure teachers’ perceptions of their relationships with individual students. The STRS measures student-teacher relationship patterns in terms of conflict, closeness and dependency, as well as overall quality of the relationship. It assesses teacher’s perception of his/her relationship with a student, the student’s interaction with the teacher, teacher’s beliefs about the student’s feeling towards them.
Key Details
Grade Level
Assessment Type
Domains Assessed
Respondent
Method
Cost
No Cost
Time per Student
2-5 min
Items
15.0
Item Format
Likert
Approach
Dual Factor
Populations
Initial evidence was gathered with a sample of 436 kindergarten students in the United States (Pianta & Steinberg, 1992). Additional evidence was gathered with a sample of 2900 Norwegian children in early childhood centers (Stensen et al., 2023).
Scoring
Overall Scores
None
Subscale Scores
Closeness
Conflict
Scoring Procedures
Self-Scored
Interpretive Information
Degree of Risk
Psychometric Properties
Reliability
Internal consistency ranged from .86-.89 (Pianta, 1992).
Validity
Scores were found to predict children’s classroom behavior, school retention, and academic outcomes (Pianta et al., 1995).
References
Primary Citation
Pianta, R. C., & Nimetz, S. (1991). Student-Teacher Relationship Scale (STRS) [Database record]. APA PsycTests.
https://doi.org/10.1037/t11872-000
Additional Citations
Pianta, R. C., & Steinberg, M. (1992). Teacher‐child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 1992(57), 61-80.
Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7(02), 295-312.
Stensen, K., Lydersen, S., Ranøyen, I., Klöckner, C. A., Buøen, E. S., Lekhal, R., & Drugli, M. B. (2023). Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context. Journal of Psychoeducational Assessment, 41(5), 514-525. https://doi.org/10.1177/07342829231166251