Young childrenʹs perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten

The psychometric qualities of two instruments that measure childrenʹs perceptions of teacher–child relationships were evaluated in a sample of kindergartners (N = 150): The Young Childrenʹs Appraisals of Teacher Support (Y-CATS) and the Kindergartner–Teacher Interaction Computer (KLIC) test. On the Y-CATS, children judged propositions on a dichotomous response format. On the KLIC, children evaluated pictures according to a two-step response procedure to obtain a 4-point scale. Furthermore, these instruments were employed to explore gender differences in the associations between the teacher–child relationship and indices of maladaptive behavior. Teachers completed measures of relationship quality and childrenʹs behavior problems. A three-dimensional structure of the Y-CATS (Warmth, Conflict, and Autonomy Support) was found, whereas the KLICʹs structure was unidimensional. The KLIC showed high reliability but stronger evidence was obtained for the validity of the Y-CATS. Consistent with attachment-based research, the results indicated that children display gender-typical problem behavior when having non-close teacher–child relationships.