Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings

The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample upper elementary school students from both Netherlands (N = 752) and China 574) was included. Results showed sufficient inter-rater reliabilities all drawing dimensions for Dutch (.68 < ICC .84) Chinese samples (.72 .85). Multiple group analyses supported partially strong invariance STRD-dimensions across samples. also moderate associations with student-reported engagement sample. Future research may therefore employ STRDs students’ experiences.