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.

约翰·鲍尔比（John Bowlby）于1969年首次提出依恋理论（attachment theory）后的五十余年来，该理论已引发学界广泛关注，其在师生关系领域的应用亦是其中重要分支。学界已开展多项工作以评估师生关系，其中一项代表性成果便是师生关系量表（Student-Teacher Relationship Scale, STRS）的研发。该量表最初由皮安塔与尼梅茨（Pianta & Nimetz）于2001年开发，用于评估学龄前至三年级学生与教师之间的亲密程度。此量表将师生关系与依恋的三个维度挂钩：亲密性、冲突性与依赖性。

随着时间推移，多位学者在不同的关系场景与文化背景下，对皮安塔与尼梅茨所研发的STRS进行了检验与再验证。例如，库门等人（Koomen et al., 2012）便以荷兰地区3至12岁学生的教师视角为研究对象，通过为依赖性维度增设额外题项，专门测量了师生间的亲密性、冲突性与依赖性三个维度。

然而，既往研究开发的测评工具大多局限于基础教育场景下的教师视角评估。这凸显出进一步研究的迫切性：需从中学生这一全新视角出发，重新检验该测评工具的因子结构与效度。随着师生关系研究的推进，印度尼西亚地区仍缺乏适配的测评工具，且专门针对师生关系的研究寥寥无几，明特·胡森·拉亚等人（Mint Husen Raya et al., 2023）的研究便是其中一例。此外，考虑到印度尼西亚作为群岛国家，拥有全球第四大人口规模（超2.75亿），各地区族群与文化多元，针对更高年龄段群体（尤其是印尼中学文化背景下）的STRS效度检验工作仍极具必要性。

因此，本研究的核心目标为：以印尼中学生为研究样本，通过拉希模型（Rasch Model）分析，对库门等人（2012）开发的STRS进行本土化适配与效度验证。本研究将从年龄、性别与族群三个维度对量表进行检验，并将原有的教师视角转换为学生视角。核心分析内容涵盖：题项拟合度检验、内部一致性信度与分离指数分析，以及单维性与局部独立性检验、题项与被试测量值分析、通过项目功能差异（Differential Item Functioning, DIF）分析开展的题项偏差检验，还有评分量表诊断。最终，本研究将呈现自研量表（STRS-学生版）与其他学者开发的同类量表之间的全面相关性。本研究的另一目标是在印度尼西亚境内推广并传播该量表。