The partnership’s construct definition of supportive teacher–
student relationships is closely aligned to the Teacher As Social
Context Questionnaire’s construct definition, which includes the
concepts of involvement (component 1 above), structure (2 above),
and autonomy support (3 above) (Skinner & Belmont, 1993;
Teacher As Social Context Questionnaire (TASC), 1992). Therefore,
a shortened form of the Teacher As Social Context Questionnaire
will be used by the partnership to measure supportive teacher–
student relationships with one positively and one negatively
worded item for each component of the construct. The Teacher As
Social Context Questionnaire has previously been shown to have
adequate internal consistency within each component as well as
discriminability between the components (TASC, 1992), however,
the shortened form is expected to function more as a holistic
measure of supportive teacher–student relationships because of
the reduced number of items. Both student self-report and teacher
report surveys of supportive teacher–student relationships will be
used by the partnership at the individual student level.