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

师生关系在高等教育中的师生经验中都起着重要作用，并且被发现与学习，课堂管理和学生旷课有关。尽管历史上是根据即时性或距离来概念化并参考行为来衡量的，但人们越来越认识到情感和力量的作用，以及一系列社会关系多维模型的发展，所有这些都表明该是重新思考的时候了。 -评估如何理解学生与教师的关系。本文基于情感/温暖，依恋/安全和主张/权力三个维度，建立了高等教育中师生情感关系的理论模型。使用“课堂情感关系清单”（CARI）对来自851名学生的数据进行了测试，对三维模型进行了测试。数据支持将这种多维模型用于学生与教师的关系，并在适当时确定了二维和三维关系模型。多维模型的理论发展和探索这些维度的工具的经验发展对高等教育的教师，行政管理人员和研究人员具有重要的意义。