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Journal of Psychoeducational Assessment
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Teacher—Student Relationship Inventory

Testing for Invariance Across Upper Elementary and Junior High Samples

Rebecca P. Ang

Nanyang Technological University, Singapore, rpang{at}ntu.edu.sg

Wan Har Chong

Nanyang Technological University, Singapore

Vivien S. Huan

Nanyang Technological University, Singapore

Choon Lang Quek

Nanyang Technological University, Singapore

Lay See Yeo

Nanyang Technological University, Singapore

Teacher—student relationships have been extensively studied in preschool and early elementary school samples. However, much less is known about children's relationships with their teachers in upper elementary grades through high school. Using confirmatory factor analysis, this study extended previous research by providing further evidence for the three-factor structure of the Teacher—Student Relationship Inventory (TSRI) using an upper elementary school sample (n = 420) and a sample from junior high school (n = 635). Multigroup confirmatory factor analysis was also used to examine the invariance of the TSRI across both samples. Results from multigroup confirmatory factor analysis suggested that although partial invariance was observed across the samples, the consistency of fit indices together with explicit tests for the reasonableness of partial measurement invariance provided support that partial invariance was acceptable. Taken together, findings indicate cross-sample generalizability of the 14-item TSRI measure.

Key Words: teacher—student relationship • multigroup confirmatory factor analysis • partial measurement invariance

This version was published on December 1, 2008

Journal of Psychoeducational Assessment, Vol. 26, No. 4, 339-349 (2008)
DOI: 10.1177/0734282908315132
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