The teacher-student relationship in Chinese secondary school adolescents: A longitudinal validation study

The teacher-student relationship plays a crucial role in adolescents' academic and socioemotional adjustment. This study validated the student version of the Teacher-Student Relationship Inventory (S-TSRI)—the first scale of its kind developed in an Asian setting—through a longitudinal study. A total of 2470 Mainland Chinese middle school students participated in the survey at Time 1 ( M age = 13.86, SD = 0.81, 50.6 % females). Of these participants, 2307 students ( M age = 14.83, SD = 0.78) completed the survey at Time 2, a year later. We analyzed the inventory's factor structure including measurement invariance across gender, grade, area, and time, internal consistency reliability, and criterion-related validity. The results showed that the three-factor model exhibited the best fit and achieved measurement invariance across all groups. Our findings provide essential longitudinal psychometric evidence that sheds light on how to improve teacher-student relationships and create a positive school environment. • The Student Version of the Teacher-Student Relationship Inventory (S-TSRI) is a reliable tool. • The S-TSRI assesses students' satisfaction, conflict, and instrumental help with teacher. • The S-TSRI achieved measurement invariance across gender, grade, area, and time. • The scale can assess teacher-student relationships in Mainland China middle school context.