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      Teacher–student relationship at university: an important yet under-researched field

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          Abstract

          This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher–student relationships is proposed. A possible agenda for future research is outlined.

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          Attachment in the Classroom

          Christi Bergin, David A Bergin (2009)
          Article 0 comments Cited 74 times – based on 0 reviews     Review now
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            Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines.

            Laura Hirsto, Erkki Komulainen, Topi Litmanen … (2010)
            There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment.
            Article 0 comments Cited 43 times – based on 0 reviews     Review now
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              Leaving university early: exploring the differences between continuing and non‐continuing students

              Hazel Christie *, Moira Munro, Tania Fisher (2004)
              Article 0 comments Cited 40 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Oxf Rev Educ
                Journal ID (iso-abbrev): Oxf Rev Educ
                Journal ID (archive): CORE
                Journal ID (publisher-id): core20
                Title: Oxford Review of Education
                Publisher: Routledge
                ISSN (Print): 0305-4985
                ISSN (Electronic): 1465-3915
                Publication date (Print): 4 May 2014
                Publication date (Electronic): 21 May 2014
                Volume: 40
                Issue: 3
                Pages: 370-388
                Affiliations
                [ a ]Salzburg University , Austria
                [ b ]Murdoch University , Perth, Western Australia
                Author notes
                [* ]Corresponding author. Salzburg University, School of Education, Erzabt-Klotz-Straße 1, 5020 Salzburg, Austria. Email: Gerda.Hagenauer@ 123456sbg.ac.at
                Article
                Publisher ID: 921613
                DOI: 10.1080/03054985.2014.921613
                PMC ID: 4864866
                PubMed ID: 27226693
                SO-VID: f3416fc3-6e37-4000-8511-633005833354
                Copyright © © 2014 The Author(s). Published by Taylor & Francis
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.

                History
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 73, Pages: 19
                Categories
                Subject: Articles

                Keywords: teacher–student relationship,higher education,faculty–student interaction
                Data availability:
                Keywords: teacher–student relationship, higher education, faculty–student interaction

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