INTRODUCTION Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. METHODS This study examined N = 2669 Australian high school students (66% girls; Mage  = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. RESULTS Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. CONCLUSIONS Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.

中文翻译：

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积极的、复杂的、疏远的和消极的：不同的师生关系概况如何与学生的科学动机相关。

引言 研究人员注意到青少年对科学的积极性和参与度持续下降。重要的是要检查对学生的科学动机至关重要的因素，例如师生关系 (TSR)。有限的科学研究从多维或以人为本的角度审视了 TSR。本调查采用 Ang 的三方关系框架来检验 TSR 的三个维度：社会情感支持、工具性帮助和冲突。需要进行此类研究以更好地了解科学课堂中存在的各种关系及其对科学动机的影响。方法 本研究调查了 N = 2669 名澳大利亚高中生（66% 为女生；Mage = 15.11 岁；SD = 0.69）。数据是在 2020 年最后一个季度通过在线抽样收集的。数据是横截面的。潜在概况分析用于 (1) 确定是否存在基于 TSR 三个维度的不同学生概况，以及 (2) 这些概况与不同水平的科学动机相关的程度：自我效能、内在价值、效用价值, 和费用。结果 确定了四种不同的概况：阳性、复杂、遥远和阴性。负 TSR 概况中的学生报告了最低的适应动机和最高的成本。对于积极、复杂和遥远的 TSR 概况，概况成员资格和动机之间的关联更加多样化。结论 调查结果表明，二分法的观点（积极与消极）可能不足以描述科学课堂内关系的多样性。