Rethinking student-teacher relationships in higher education: a multidimensional approach

Abstract Student-teacher relationships play an important role in both teacher and student experiences higher education have been found to be linked learning, classroom management, absenteeism. Although historically conceptualised terms of immediacy or distance measured with reference behaviours, the growing recognition emotions power—as well as development a range multidimensional models social relationships—all suggest it is time re-evaluate how student-teacher are understood. This paper develops theoretical model affective based on three dimensions: affection/warmth, attachment/safety, assertion/power. The three-dimensional was tested using Classroom Affective Relationships Inventory (CARI) data from 851 students. supported use this for two- being identified appropriate. empirical instrument which explore these dimensions has implications teachers, administrators researchers.