The quality of teacher-student relationships is a key factor in students' academic performance, psychological well-being, and social development. From an attachment theory perspective, teachers can function as a secure base and safe haven, supporting both the emotional security and exploratory behaviors of students. One of the most widely used instruments for assessing these relationships is the Student–Teacher Relationship Scale Short-Form, which evaluates two dimensions: Closeness and Conflict. Although the long version of this scale has been validated in Spain, no adaptation or validation of the short form existed for Spanish-speaking populations. The present study aimed to adapt and validate the Student–Teacher Relationship Scale Short-Form in a Spanish context. A total of 60 teachers from various regions of Spain completed 240 assessments of their students, including measures of the Student–Teacher Relationship, Student Attributes and Behaviors, and the degree of difficulty in working with each student. Confirmatory factor analysis (CFA) was conducted to examine the internal structure of the scale, and associations with external criteria were analysed. The CFA supported a two-factor structure consistent with the original version of the scale. One item showed weak psychometric performance, and a revised 14-item model demonstrated improved fit and coherence. The adapted version showed high internal consistency (Closeness, α = .892; Conflict, α = .894) and significant associations with teacher perceptions of student behavior and relationship difficulty. These findings provide preliminary evidence of validity based on internal structure and relations to external criteria for the Spanish version of the STRS-SF and highlight its potential as an efficient tool for assessing the quality of teacher-student relationships. This adaptation may provide educators and researchers with a culturally appropriate instrument to identify relational difficulties in the classroom and to inform intervention strategies aimed at promoting positive interactions and student well-being in Spanish-speaking educational settings.
Halty et al. (Wed,) studied this question.