期刊名称：Journal of Human Resource and Sustainability Studies
印刷版ISSN：2328-4862
电子版ISSN：2328-4870
出版年度：2016
卷号：04
期号：03
页码：243-279
DOI：10.4236/jhrss.2016.43027
语种：English
出版社：Scientific Research Publishing
摘要：In this article, we integrate two distinct bodies of research to explore how teacher care and support impact student outcomes: research on relational culture in classrooms from educational scholars and, for the first time, research on positive organizational scholarship. We begin by delineating the essential elements of care and support. We then examine findings on the impact of care and support on initial (e.g., affiliation) and intermediate (e.g., engagement) mediating variables on the pathway to achievement. Since our linkage of POS to teachers and classrooms is new, we also develop a series of cautions that require attention moving forward.
