Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China

Figures & data

Table 1. Components and measurement invariance of children’s relationship perceptions.

Item	Content	Loading	Thresholds(1)	Thresholds(2)
Warmth
Y-CATS1	Miss/Mr. … likes your family	.50	−1.64	−1.17
Y-CATS3	Miss/Mr. … tells you you’re smart	.39/.97	-1.77/-.1.85	-0.99/-1.23
Y-CATS7	Miss/Mr. … likes you	.76	−2.32	−1.55
Y-CATS10	Miss/Mr. … is nice to you	.78	−2.49	−1.70
Y-CATS13	Miss/Mr. … says nice things about your work	.68	−1.75	−1.22
Y-CATS16	Miss/Mr. … helps you when you find something hard	.53	−1.55	−0.95
Y-CATS25	Miss/Mr. … listens if you ask something	.45	−1.78	−1.08
Y-CATS27	Miss/Mr. … often smiles to you	.56/.97	-1.00/-1.97	-0.35/-1.36
Conflict
Y-CATS2	Miss/Mr. … often says that you are bad	.88/.81	1.10/1.79	1.52/2.64
Y-CATS5	Miss/Mr. … gives you work that is too hard for you	.55/.52	0.09/0.79	0.74/1.72
Y-CATS8	Miss/Mr. … tells you that you are doing something wrong a lot	.69	0.72	1.45
Y-CATS11	Miss/Mr. … tells you to stop work that you like doing	.65/.65	0.13/0.62	0.75/1.53
Y-CATS14	Miss/Mr. … easily gets angry with you	.86	1.20	1.87
Y-CATS17	Miss/Mr. … is sometimes mean	.41	0.55	1.11
Y-CATS22	Miss/Mr….has too many rules for our class	.69	0.14	0.85
Y-CATS24	Miss/Mr. … tells you that you do not listen	.84	0.93	1.60
Y-CATS26	Miss/Mr. … tells you to do work you don’t want to do	.68/.73	0.19/0.80	0.79/1.77

Note. Items that are invariant across countries had the same loading and thresholds across samples. For non-invariant items, loadings and thresholds for both samples (Dutch sample/Chinese sample) are provided in bold. Y-CATS19 (Miss/Mr … .tells good stories), Y-CATS21(Miss/Mr…asks how things are at home), and Y-CATS20 (Miss/Mr … tells you to stop work that you like doing) were excluded from the main analysis due to low factor loadings.

Table 2. Correlations between latent factors scores of teachers’ and children’s relationship perceptions.

	1	2	3	4
1. Teacher-reported Closeness	-	−78**	−.01	−.17*
2. Teacher-reported Conflict	−.55**	-	−.02	.21**
3. Child-reported Warmth	.14	−.17*	-	−.14*
4. Child-reported Conflict	−.19**	.25**	−.29**	-

Note. Correlations are presented for the Dutch sample (below diagonal) and Chinese sample (above diagonal), separately.

Table A1. Item content of the closeness and conflict subscale of the student teacher relationship sclae (STRS).

Item	Content
Closeness
Item1	This child openly shares his/her feelings and experiences with me.
Item2	If upset, this child will seek comfort from me.
Item3	I share an affectionate, warm relationship with this child
Item4	This child seems to feel secure with me
Item5	My interactions with this child make me feel effective and confident
Conflict
Item1	This child and I always seem to be struggling with each other.
Item2	This child feels that I treat him/her unfairly.
Item3	When this child is in a bad mood, I know we are in for a long and difficult day
Item4	This child’s feelings toward me can be unpredictable or can change suddenly
Item5	Dealing with this child drains my energy.

Data Availability Statement

The data used in the research cannot be publically shared because data contain confidential information about the participants, whereas data and used materials are available upon request, by emailing: Mengdi Chen ([email protected]), or Dr. Debora Roorda ([email protected]).