NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1200110
Record Type: Journal
Publication Date: 2019-Jan
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0098-6283
Professor-Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes
Demir, Meliksah; Burton, Shelby; Dunbar, Nora
Teaching of Psychology, v46 n1 p22-33 Jan 2019
Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students (n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness (R[superscript 2] = 0.72), perception of the course (R[superscript 2] = 0.49), and perceived amount learned (R[superscript 2] = 0.27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected (R[superscript 2] = 0.07) and actual (R[superscript 2] = 0.04) final grade, and absences (R[superscript 2] = 0.04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A