Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been negatively associated with closeness. We expand previous studies by first investigating the factor structure of the STRs amongst 2,130 preschool children and their 267 teachers in a collectivistic culture, Greece. Second, we investigated effects of child (gender, age, country of origin and special educational needs), teacher (teacher gender, age and affective well-being), and preschool characteristics (school-type, number of children, observed quality using the Early Childhood Environment Rating Scale-Revised (ECERS-R), on STRS.

Using exploratory structural equation modelling (ESEM) adjusting for differences between preschools we replicated the three-factor solution of the STRS. Consistent with previous studies in collectivistic cultures, closeness and dependency were positively (not negatively) associated. Children's gender and teachers’ affective well-being were found to be consistently associated with all three dimensions of the STRS. In conclusion, the STRS can capture the relationship accurately in a Greek early years setting, and the analysis has demonstrated that the three STRS dimensions are associated with different child and teacher characteristics.

儿童与教师关系的三个维度（源自学生与教师关系量表）亲密度、冲突和依赖性已被概念化和研究。在个人主义文化中，亲密关系与儿童的学业成绩和行为调整相关，冲突关系与失调和外化行为相关，依赖维度与亲密程度呈负相关。我们通过首先调查希腊集体主义文化中 2,130 名学龄前儿童及其 267 名教师的 STR 因素结构来扩展之前的研究。其次，我们调查了儿童的影响（性别、年龄、原籍国和特殊教育需求），教师（教师性别、年龄和情感幸福感）和学龄前特征（学校类型、儿童人数、使用早期儿童环境评定量表修订版 (ECERS-R) 观察到的质量，在 STRS 上。

使用探索性结构方程模型 (ESEM) 调整幼儿园之间的差异，我们复制了 STRS 的三因素解决方案。与之前对集体主义文化的研究一致，亲密和依赖呈正相关（而非负相关）。发现儿童的性别和教师的情感幸福感与 STRS 的所有三个维度始终相关。总之，STRS 可以准确捕捉希腊早年环境中的关系，分析表明 STRS 的三个维度与不同的儿童和教师特征相关。