Further examination of the convergent and discriminant validity of the student–teacher relationship scale

By Sarah Doumen, K. Verschueren, E. Buyse, S. D. Munter, Kristel Max, Loth Moens. 2009

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Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “” With respect to the latter dimension, it is noteworthy that some researchers have questioned its validity and have argued that it may be a marker of child adjustment problems rather than a relational dimension (Doumen et al. 2009; Spilt 2010).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, methodology): “As conflict is the most visible relationship dimension within the classroom (Doumen et al., 2009), we focus on the degree of teachers’ conflict with the child’s classroom peers.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, methodology): “First, for TSRs, dependency was excluded because studies using multiple methods to examine relationship quality have doubted the validity of dependency as a measure of dyadic relationship quality (Doumen et al., 2009; Spilt & Koomen, 2009).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “One potential reason for the lack of research attending to the role of dependency is the discussion about the validity of the concept (Doumen et al., 2009; Roorda et al., 2011).”