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.

基于护理体验是学习动机的基本组成部分这一前提，本文探讨了学校师生和同伴关系背景下护理的概念基础。借鉴生态和发展传统，关于二元关系的交易性质、关系可供性的表示和群体层面的关系系统，讨论了关怀关系的理论模型。然后描述了将这些观点转化为普遍研究的基于学校的结构和评估的方式。最后，提出了指导理论和测量进一步发展的剩余问题和问题。