Does Anybody Care? Conceptualization and Measurement within the Contexts of Teacher-Student and Peer Relationships

Autor/in	Wentzel, Kathryn R.
Titel	Does Anybody Care? Conceptualization and Measurement within the Contexts of Teacher-Student and Peer Relationships
Quelle	In: Educational Psychology Review, 34 (2022) 4, S.1919-1954 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-022-09702-4
Schlagwörter	Teacher Student Relationship; Peer Relationship; Caring; Measurement + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Care; Pflege; Sorge; Betreuung; Messverfahren
Abstract	Based on the premise that the experience of care is a fundamental component of motivation to learn, this paper explores the conceptual underpinnings of care within the contexts of teacher-student and peer relationships at school. Drawing from ecological and developmental traditions, theoretical models of caring relationships are discussed with respect to the transactional nature of dyadic relationships, representations of relationship affordances, and group-level relationship systems. Ways in which these perspectives are translated into commonly studied school-based constructs and assessments are then described. Finally, remaining issues and questions to guide further advances in theory and measurement are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01