In-Depth Exploration into Student-Professor Rapport
Location
CSU 255
Start Date
18-4-2016 11:05 AM
End Date
18-4-2016 12:05 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Kristie Campana
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
The purpose of this research was to examine professor-student rapport, or the relationships that develop between professor and student. Previous research has used the Professor Student Rapport Scale (PSRS). Our goal in this research was to explore these dimensions in greater detail through a descriptive research approach. This research study will provide the scholarly community with additional information about the PSRS as well as provide college instructors with greater understanding of professor-student rapport, how it develops, and how in influences student outcomes and attitudes. We interviewed approximately 30 students about their experience of rapport in a class they enjoyed and a class that they did not enjoy. At this time, we have created several common dimensions of student experiences, and we are currently coding recordings to identify how prominent each theme is in the interviews. Our goal is to reach 90% agreement among our ratings. Initial findings suggest that teachers who treat students like individuals (e.g. learning names) and who are responsive (e.g. prompt emails) are more likely to develop good rapport. Rapport is also related to student engagement. Additionally, students rarely consider ways they could also help to build rapport. This research will help professors consider the importance and effect of building rapport. Preliminary results also suggest that students do not think about their own role in rapport building, and could benefit from taking initiative to build rapport with their professors.
In-Depth Exploration into Student-Professor Rapport
CSU 255
The purpose of this research was to examine professor-student rapport, or the relationships that develop between professor and student. Previous research has used the Professor Student Rapport Scale (PSRS). Our goal in this research was to explore these dimensions in greater detail through a descriptive research approach. This research study will provide the scholarly community with additional information about the PSRS as well as provide college instructors with greater understanding of professor-student rapport, how it develops, and how in influences student outcomes and attitudes. We interviewed approximately 30 students about their experience of rapport in a class they enjoyed and a class that they did not enjoy. At this time, we have created several common dimensions of student experiences, and we are currently coding recordings to identify how prominent each theme is in the interviews. Our goal is to reach 90% agreement among our ratings. Initial findings suggest that teachers who treat students like individuals (e.g. learning names) and who are responsive (e.g. prompt emails) are more likely to develop good rapport. Rapport is also related to student engagement. Additionally, students rarely consider ways they could also help to build rapport. This research will help professors consider the importance and effect of building rapport. Preliminary results also suggest that students do not think about their own role in rapport building, and could benefit from taking initiative to build rapport with their professors.
Recommended Citation
McCalla, Nena; Calyce O'Connor; and Ethan Wynia. "In-Depth Exploration into Student-Professor Rapport." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
https://cornerstone.lib.mnsu.edu/urs/2016/oral-session-07/2
