This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015), in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.

这项研究检查了惠特克（Whitaker）等人修改的学生—教师关系量表—简表（STRS-SF）的因式有效性和度量不变性。（2015），在芬兰幼儿教育（ECE）的背景下。确认性因素分析（CFA）支持在ECE学生教师和两个合格的ECE教师小组中进行一些项目修改和部分强烈的度量不变后的亲密和冲突两因素模型。通常，参与者认为亲密程度很高，与儿童的冲突程度很低。与其他合格教师相比，自愿参加培训以提高其专业能力的合格教师认为与孩子的关系更加矛盾，报告的工作经验较少，并且教室里有较年轻的孩子。学生教师的亲近感不如教师，但他们所报导的冲突要少于参加培训的教师。这项研究将STRS-SF的应用扩展到了北欧文化背景下的教师教育和研究中。