A scale was developed to measure adolescents' perceptions of their teachers' support for learning. The predictive validity of the scale was examined in relation to educational and occupational aspirations, after taking into account associations involving the adolescents' perceptions of their parents' support for learning. Data were collected from 266 female and 250 male 16-year-old Australians. The results indicated that the scale was sensitive enough to assess the quality of perceived teacher-student interactions and valuable in predicting school-related outcomes.
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