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This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.

This study proposed that transformational leaders use various behaviors to provoke followers’ organizationally beneficial behaviors (e.g., better task performance and helping behaviors) through ignition of followers’ work engagement. That is, employees who inspired by transformational leadership are more likely to immerse themselves in the work, and, in turn, this is likely to result in better task performance and helping behaviors. In this study, we adopted a multitemporal and multisource research design to reduce the consideration of common method variance. Hypotheses were tested on a sample of 507 nurses working in 44 teams. The hierarchical linear regression analysis showed that, after controlling for several relevant variables (e.g., leader–member exchange [LMX], role-based self-efficacy, and transactional leadership) and several participants’ demographic variables (e.g., gender, age, and education), work engagement still mediates the positive relationship among transformational leadership, job performance, and helping behavior. Strengths, limitations, practical implications, and directions for future research are discussed.

Whereas human pro-social behavior is often driven by empathic concern for another, it is unclear whether nonprimate mammals experience a similar motivational state. To test for empathically motivated pro-social behavior in rodents, we placed a free rat in an arena with a cagemate trapped in a restrainer. After several sessions, the free rat learned to intentionally and quickly open the restrainer and free the cagemate. Rats did not open empty or object-containing restrainers. They freed cagemates even when social contact was prevented. When liberating a cagemate was pitted against chocolate contained within a second restrainer, rats opened both restrainers and typically shared the chocolate. Thus, rats behave pro-socially in response to a conspecific's distress, providing strong evidence for biological roots of empathically motivated helping behavior.

Social workers frequently encounter clients with a history of trauma. Trauma-informed care is a way of providing services by which social workers recognize the prevalence of early adversity in the lives of clients, view presenting problems as symptoms of maladaptive coping, and understand how early trauma shapes a client's fundamental beliefs about the world and affects his or her psychosocial functioning across the life span. Trauma-informed social work incorporates core principles of safety, trust, collaboration, choice, and empowerment and delivers services in a manner that avoids inadvertently repeating unhealthy interpersonal dynamics in the helping relationship. Trauma-informed social work can be integrated into all sorts of existing models of evidence-based services across populations and agency settings, can strengthen the therapeutic alliance, and facilitates posttraumatic growth.

This study examined the role of sympathy, guilt, and moral reasoning in helping, cooperation, and sharing in a 6-year, three-wave longitudinal study involving 175 children (Mage 6.10, 9.18, and 12.18 years). Primary caregivers reported on children's helping and cooperation; sharing was assessed behaviorally. Child sympathy was assessed by self-and teacher reports, and self-attributed feelings of guilt-sadness and moral reasoning were assessed by children's responses to transgression vignettes. Sympathy predicted helping, cooperation, and sharing. Guilt-sadness and moral reasoning interacted with sympathy in predicting helping and cooperation; both sympathy and guilt-sadness were associated with the development of sharing. The findings are discussed in relation to the emergence of differential motivational pathways to helping, cooperation, and sharing.

This study investigates the diversity of early prosocial behavior by examining the ability of ninety-five 2- to 4-year-olds to provide aid to an adult experimenter displaying instrumental need, emotional distress, and material desire. Children provided appropriate aid in response to each of these cues with high consistency over multiple trials. In contrast to the consistency with which the children provided aid within each task, there were no cross-task correlations, and the tendency to respond to each of the cues revealed unique developmental trajectories. Taken together, these results provide preliminary support for the importance of examining the cues to which children are responding and of differentiating between varieties of aid when considering the development of prosocial behavior.

The study explored how the meaning of prosocial behavior changes over toddler hood. Sixty-five 18-and 30-month-olds could help an adult in 3 contexts: instrumental (action based), empathie (emotion based), and altruistic (costly). Children at both ages helped readily in instrumental tasks. For 18-month-olds, empathie helping was significantly more difficult than instrumental helping and required greater communication from the adult about her needs. Altruistic helping, which involved giving up an object of the child's own, was the most difficult for children at both ages. Findings suggest that over the 2nd year of life, prosocial behavior develops from relying on action understanding and explicit communications to understanding others' emotions from subtle cues. Developmental trajectories of social-cognitive and motivational components of early helping are discussed.

Describing behaviors as reflecting categories (e.g., asking children to \"be helpers\") has been found to increase pro-social behavior. The present studies (N = 139, ages 4-5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to \"be helpers\" or \"to help,\" and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour). After the unsuccessful trials, children asked to \"be helpers\" had more negative attitudes. In Study 2, asking children to \"be helpers\" impeded children's helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior are discussed.

In two experiments, the imitation of helping behavior in 16-month-olds was investigated. In Study 1 (N = 31), infants either observed an adult model helping or not helping another individual before they had the opportunity to assist an unfamiliar experimenter. In one of two tasks, more children helped in the prosocial model condition than in the no model control condition. In Study 2 (N = 60), a second control condition was included to test whether infants imitated the prosocial intention (no neediness control). Children in the prosocial model condition helped more readily than children in the no model condition, with the second control condition falling in between. These findings propose that modeling provides a critical learning mechanism in early prosocial development.

Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3- to 6-year-old children (N = 149) were exposed to the idea of \"being a helper\" (noun condition) or \"helping\" (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced \"being a helper\" or \"helping\" (Experiment 1) and with a new adult (Experiment 2), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.