Dataset Validation of the Indonesian Version of the Student-Teacher Relationship Scale: Rasch Model

For over five decades since attachment theory was first introduced by John Bowlby (1969), it has garnered substantial academic interest, including its application to student-teacher relationships. Various efforts have been made to assess student-teacher relationships, one of which is the development of the Student-Teacher Relationship Scale (STRS). This scale was originally developed by Pianta & Nimetz, (2001) to assess teachers' closeness with students from preschool through third grade. In this scale, the student-teacher relationship is linked to three dimensions of attachment: closeness, conflict, and dependency.
Over time, several academics have examined and revalidated Pianta & Nimetz's STRS across different relationships and cultural settings. For example, Koomen et al., (2012) assessed teachers' perspectives on their relationships with students aged 3-12, specifically measuring the dimensions of closeness, conflict, and dependency among teachers and students in the Netherlands by adding additional items to the dependency indicator.
However, previous studies have predominantly developed instruments limited to measurements based on teachers’ perspectives within elementary education settings. This highlights a substantial need for further research to re-examine the factor structure and validity of this measurement tool from another perspective—that of middle school students. As the study of student-teacher relationships progresses, there remains a lack of suitable instruments for use in Indonesia, and few studies specifically address student-teacher relationships, such as Mint Husen Raya et al., (2023). Additionally, it is essential to test the validity of STRS in higher age groups, particularly within the context of Indonesian middle school culture, considering that Indonesia is an archipelagic country with the world’s fourth-largest population (>275 million) and diverse ethnicities and cultures across its regions.
Therefore, the primary aim of this study is to adopt and validate the STRS by Koomen et al., (2012) through Rasch Model analysis on a sample of Indonesian middle school students. The study will test the scale based on measurements of age, gender, and ethnicity, and adapt it from a teacher's perspective to a student's perspective. Key analyses will include checking for misfit items, internal consistency reliability, and separation indices, as well as unidimensionality and local dependency, item and person measures, item bias through DIF analysis, and rating scale diagnostics. Finally, we will present a comprehensive correlation between our scale (STRS-Student) and similar scales developed by other academics. An additional objective is to popularize and disseminate this scale throughout Indonesia.

自约翰·鲍尔比（John Bowlby）于1969年首次提出依恋理论以来，五十余年间，该理论引起了广泛的学术关注，其应用于师生关系的探讨尤为显著。诸多研究致力于评估师生关系，其中之一便是学生-教师关系量表（Student-Teacher Relationship Scale，简称STRS）的编制。该量表最初由皮亚塔（Pianta）与尼梅茨（Nimetz）于2001年研制，旨在评估从幼儿园至三年级学生与教师之间的亲密程度。在该量表中，师生关系与依恋的三个维度——亲密、冲突和依赖——相联系。随着时间推移，众多学者对皮亚塔与尼梅茨的STRS在不同关系和文化背景下的适用性进行了检验和重新验证。例如，库门（Koomen）等人（2012年）评估了教师对其3至12岁学生关系的看法，通过在依赖指标中增加额外项目，具体测量了荷兰教师与学生之间在亲密、冲突和依赖三个维度上的关系。然而，以往研究主要开发的工具局限于基于教师视角的小学教育环境下的测量。这突显了进一步研究从中学学生视角重新审视该测量工具的因子结构和效度的必要性。随着师生关系研究的深入，关于印度尼西亚缺乏适宜工具的问题依然存在，且很少有研究具体关注师生关系，如明特·胡森·拉亚（Mint Husen Raya）等人（2023年）的研究。此外，鉴于印度尼西亚作为一个拥有世界第四大人口（超过2.75亿）、区域间民族和文化多元的群岛国家，检验STRS在更高年龄段、尤其是中学文化背景下的效度显得尤为关键。因此，本研究的主要目标是通过拉施模型分析，对印度尼西亚中学学生的样本进行STRS的采纳与验证。研究将基于年龄、性别和种族进行测量，并将量表从教师视角调整为学生视角。关键分析包括检查错配项目、内部一致性信度、分离指数，以及单维性、局部依赖性、项目与个体测量、通过DIF分析的项目偏差和评分量表诊断。最后，我们将展示我们的量表（STRS-Student）与由其他学者开发的类似量表之间的全面相关性。另一个目标是推广和传播该量表至印度尼西亚全境。