ABSTRACT

Students’ positive perceptions of teachers’ caring behaviour have favourable outcomes, yet they have been little researched, especially in an Asian context. This study aims to establish a model explaining teachers’ caring behaviour (TCB) by testing multiple indicators. The survey instrument was administered to 296 students, whose responses were analysed using variance-based structural equation modelling (PLS-SEM). The results proved that modelling, teacher-student interactions (TSI), pedagogical caring (PC), and teachers’ dispositions (TD) were significantly associated with TCB. Findings suggest that TCB would have a positive impact on the academic development and well-being of students.

摘要

学生对教师关怀行为的积极看法产生了良好的结果，但研究很少，尤其是在亚洲背景下。本研究旨在通过检验多个指标建立解释教师关怀行为（TCB）的模型。调查工具对 296 名学生进行了管理，他们的回答使用基于方差的结构方程模型 (PLS-SEM) 进行了分析。结果证明，建模、师生互动 (TSI)、教学关怀 (PC) 和教师倾向 (TD) 与 TCB 显着相关。调查结果表明，TCB 会对学生的学业发展和福祉产生积极影响。