TEACHER–STUDENT RAPPORT AS PREDICTOR OF LEARNING MOTIVATION WITHIN HIGHER EDUCATION: THE SELF–DETERMINATION THEORY PERSPECTIVE

Teacher-student rapport is a relatively new concept and represents one of the aspects of the classroom environment fostering learning. It contributes to the classroom climate and well-being of students. Our study aimed to investigate the predictive value of teacher-student rapport in higher educatio...

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Bibliographic Details
Published inJournal of Psychological and Educational Research Vol. 30; no. 2; pp. 115 - 133
Main Authors Bardorfer, Ana, Dolenc, Petra
Format Journal Article
LanguageEnglish
Published Oradea University of Oradea, Faculty of Social and Humanistic Sciences 01.11.2022
Subjects
Adolescents
Behavior
Educational Quality
Higher education
Learning
Learning Processes
Motivation
Personal relationships
Professional relationships
Secondary School Students
Student Attitudes
Student Motivation
Students
Teachers
Teaching
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ISSN2247-1537

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Summary:Teacher-student rapport is a relatively new concept and represents one of the aspects of the classroom environment fostering learning. It contributes to the classroom climate and well-being of students. Our study aimed to investigate the predictive value of teacher-student rapport in higher education on students autonomous motivation for learning as defined in self-determination theory. The study included 1,682 students attending classes of 50 teachers from three Slovene public universities. Self-reported measurements of teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavčič, 2020), teachers effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), and autonomously regulated behavior of students (The SelfRegulation Questionnaire-Academic; Ryan & Connell, 1989) expressed with the index of relative autonomy (RAI) were used in the study. The results of hierarchical linear modelling showed that teacher-student rapport significantly predicted students intrinsic motivation to learn the subject matter. We conclude that establishing rapport between teachers and their students represents an effective way of encouraging students' intrinsic motivation for learning the subject matter. The paper closes with some of the implications of the study on how teachers can try to establish rapport with students.
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ISSN:2247-1537