师生关系对学生的自尊和技能的提高产生了积极的影响。师生互动对于培养学生的学术自我概念、提高学生的学习积极性和学习成绩具有重要意义。积极促进学生和教员之间密切和频繁接触的学院和大学更有可能从这种主动行动中获益。对学生的学术进步感兴趣的教员可能会对提高他们的智力和专业发展做出重大贡献(Anaya & Cole, 2001;Chickering,1969;Chickering &里斯,1993;Cokley,2000;Terenzini & Pascarella,1980)。有证据表明，成功地了解哪怕是一个教员的学生，都可能对自己的大学生活感到更满意，并渴望在职业生涯中更进一步(Rosenthal等人，2000年)。虽然与教师的大多数互动往往发生在正式的课堂环境中，但经历过非正式互动的学生往往更有动力、更投入、更积极地参与学习过程(Thompson, 2001;伍德赛德，黄，魏斯特，1999)。学生与教师之间的非正式互动被认为是大学文化的主要媒介，对大学生的态度、兴趣和价值观有重要影响(Chickering & Reisser, 1993;Lambert, Terinzini， & Lattuca, 2007;Pascarella,1980 b;Pascarella & Terenzini, 1991, 2005;汤普森,2001)。然而,尽管先前的研究已经证实,师生互动是很重要的,我们还需要确定哪些方面的师生互动是有帮助的,这些可以显著影响学生留在大学,增加他们的希望努力工作,刺激他们喜欢学习,并鼓励他们努力追求高成绩标准(Bean,1985)。目前的研究通过研究八种特定类型的师生互动，作为学术自我概念和三种学术动机的预测因素，以及来自美国中西部一所中等规模公立大学的学生的学术成就，来解决文献中的这一差距。
The teacher-student relationships impact productively on a student's self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students' academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students' academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya & Cole, 2001; Chickering, 1969; Chickering & Reisser, 1993; Cokley, 2000; Terenzini & Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, & Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering & Reisser, 1993; Lambert, Terinzini, & Lattuca, 2007; Pascarella, 1980b; Pascarella & Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the literature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States.