Rapport, Perceptions of Effectiveness, and Course Grade Expectations, ACorrelational Analysis

Erin Yezbick*, Jeremy I. Tutty**
* Communications Instructor, Baker College of Flint, USA.
** Dissertation Chair, University of Phoenix, and Senior Instructional Design Analyst, Rio Salado College, Tempe, USA.
Periodicity:May - July'2017
DOI : https://doi.org/10.26634/jpsy.11.1.13645

Abstract

The purpose of this study was to determine whether a relationship exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations. Previous studies have determined that rapport affects motivation (Bergström, 2010; Frisby, Berger, Burchett, Herovic, & Strawser, 2014; Legg & Wilson, 2009), perceptions of teacher effectiveness (Giles, 2011; Kozub, 2010), and evaluation scores (Barth, 2008; Kowai-Bell, Guadango, Little, & Ballew, 2012). Student ratings of instruction are the most widely used measure of college teaching effectiveness. Determining what causes one subject to boost a student's rapport with the instructor might help educators apply that knowledge to other subjects. The study was conducted as quantitative research using a non-experimental correlational research design. Data were collected using two instruments, the Professor-Student Rapport Scale and the IDEA Student Ratings of Instruction Short Form. The data were analyzed using Pearson product-moment correlation coefficient (Pearson's r) and Spearman's rank-order correlation coefficient (Spearman's rs ). The study found statistically significant positive correlations between Professor-Student Rapport and Instructor Evaluation and between Professor-Student Rapport and Student Expected Course Grade.

Keywords

Perceptions, Rapport, Correlation, Freshman, General Education, Expectations

How to Cite this Article?

Yezbick ,E., and Tutty,J.I. (2017). Rapport, Perceptions of Effectiveness, and Course Grade Expectations, A Correlational Analysis. i-manager’s Journal on Educational Psychology, 11(1), 14-25. https://doi.org/10.26634/jpsy.11.1.13645

References

[1]. Awang, H., & Ismail, N. A. (2010). Undergraduate education: A gap analysis of students' expectations and st satisfaction. Problems of Education in the 21 Century, 21(1), 21-28.
[2]. Barth, M. M. (2008). Deciphering student evaluations of teaching: A factor analysis approach. Journal of Education for Business, (84)1, 40-46.
[3]. Bates, E. A., & Kaye, L. K. (2014). ''I'd be expecting caviar in lectures'': The impact of the new fee regime on undergraduate students' expectations of higher education. Higher Education, 67(5), 656-673. doi: 10.1007/s10734-013-9671-3
[4]. Benton, S. L., Li, D., Gross, A., Pallett, W. H., & Webster, R. J. (2013). Transactional distance and student ratings in online college courses. American Journal of Distance Education, 27(4), 207-217. doi: 10.1080/08923647.2013. 838458
[5]. Bergström, P. (2010). Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship. International Review of Research in Open and Distance Learning, 11(2), 33-48.
[6]. Bryant, D. (2014). Expectations of student learning quality. Australian Universities' Review, 56(1), 32-38.
[7]. Chan, P. E., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in classrooms. Intervention in School and Clinic, 50(2), 105-113.
[8]. Chickering, A.W. (2006). Every student can learn-If… About Campus, 11(2), 9-15. doi:10.1002/ abc.161
[9]. Cohen, J. (1988). Statistical Power Analysis for the nd Behavioral Sciences, 2 ed. New York: Routledge Academic. ISBN-13: 978-0805802832
[10]. Del Guercio, R. (2011). Back to the Basics of Classroom Management. Education Digest: Essential Readings Condensed for Quick Review, 76(5), 39-43.
[11]. Delucchi, M. (2000). Don't worry, be happy: Instructor likability, student perceptions of learning, and teacher ratings in upper-level sociology courses. Teaching Sociology, 28(3), 220-231.
[12]. Drouin, M., & Vartanian, L. R. (2010). Students' feelings of and desire for sense of community in face-toface and online courses. The Quarterly Review of Distance Education, 11(3), 147-159.
[13]. Ellsworth, J. A. (1993). Teaching/learning relationship. Education, 114(2), 307-318.
[14]. Estepp, C. M., & Roberts, T. G. (2013). Exploring the relationship between professor/student rapport and students' expectancy for success and values/goals in college of agriculture classrooms. Journal of Agricultural Education, 54(4), 180-194. doi:10.5032/jae.2013.04180
[15]. Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of person-centered classroom management. Theory into Practice, 48(2), 99-105.
[16]. Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2014). Participation apprehensive students: The influence of face support and instructor–student rapport on classroom participation. Communication Education, 63(2), 105-123. doi:10.1080/03634523.2014.881516
[17]. Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education, 59(2), 146-164.
[18]. Frisby, B. N., & Myers, S. A. (2008). The relationships among perceived instructor rapport, student participation, and student learning outcomes. Texas Speech Communication Journal, (33)1, 27-34.
[19]. Gabriel, M. A., Campbell, B., Wiebe, S., MacDonald, R. J., & McAuley, A. (2012). The role of digital technologies in learning: Expectations of first year university students. Canadian Journal of Learning and Technology, 38(1), 1-18.
[20]. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Education th Research: An Introduction (8 ed.).Boston, MA: Pearson.
[21]. Garces-Ozanne, A., & Sullivan, T. (2014). Expectations and reality: What you want is not always what you get. Australian Journal of Adult Learning, 54(2), 78- 100.
[22]. Giles, D. (2011). Relationships always matter: Findings from a phenomenological research inquiry. Australian Journal of Teacher Education, 36(6), 80-91.
[23]. Glover, J. I. (2012). Finding the right mix: Teaching methods as predictors for student progress on learning objectives (Doctoral Dissertation). Retrieved from ProQuest (3513644).
[24]. Green, S., & Salkind, N. (2003). Using SPSS for Windows and Macintosh: Analyzing and Understanding rd Data (3 ed.). Upper Saddle River, NJ: Prentice Hall.
[25]. Greenfield, S. (2011). Podcasting: A new tool for student retention? Journal of Nursing Education, 50(2), 112-114. doi:10.3928/01484834-20101230-06
[26]. Gruber, T., Reppel, A., & Voss, R. (2010). Understanding the characteristics of effective professors: The student's perspective. Journal of Marketing for Higher Education, 20(2), 175-190. doi:10.1080/08841241.2010. 526356
[27]. Heckert, T. M., Latier, A., Ringwald, A., & Silvey, B. (2006). Relation of course, instructor, and student characteristics to dimensions of student ratings of teaching effectiveness. College Student Journal, 40(1), 195-203.
[28]. Howell, D. C. (2011). Fundamental Statistics for the th Behavioral Sciences (7 ed.). Belmont, CA: Wadsworth Cengage Learning.
[29]. IDEA Education (2002). Short form – Student reactions to instruction and courses. Retrieved from http://ideaedu.org/sites/default/files/Student_Ratings_Dia gnostic_Form.pdf
[30]. Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-Readiness, e-satisfaction, and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171-187.
[31]. Kowai-Bell, N., Guadagno, R. E., Little, T. E., & Ballew, J. L. (2012). Professors are people too: The impact of informal evaluations of professors on students and professors. Social Psychology of Education, 15(3), 337- 351. doi:10.1007/s11218-012-9181-7
[32]. Kozub, R. M. (2010). Relationship of course, instructor, and student characteristics to dimensions of student ratings of teaching effectiveness in business schools. American Journal of Business Education, (3)1, 33-40.
[33]. Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and attitudes. Teaching of Psychology, (36)3, 205-211. doi:10.1080/ 00986280902960034
[34]. Malouff, J. M., & Hall, L. (2012). The Value of Meeting Individually with Students Early in a Term. Online Submission.
[35]. Mearns, J. (2009). Social learning theory. In H. Reis & S. Sprecher (eds.), Encyclopedia of Human Relationships (Vol. 3, pp. 1537-1540). Thousand Oaks, CA: Sage.
[36]. Murphy, E., & Rodriguez-Manzanares, M. A. (2012). Rapport in distance education. International Review of Research in Open and Distance Learning, 13(1), 167-190.
[37]. O'Neill, S., & Thomson, M. M. (2013). Supporting academic persistence in low-skilled adult learners. Support for Learning, 28(4), 162-172. doi:10.1111/1457-9504.12038
[38]. O'Toole, S. & Essex, B. (2012). The adult learner may really be a neglected species. Australian Journal of Adult Learning, 52(1), 183-191.
[39]. Pittenger, A., & Doering, A. (2010). Influence of motivational design on completion rates in online selfstudy pharmacy-content courses. Distance Education, 31(3), 275-293. doi:10.1080/01587919.2010.513953
[40]. Rogers, D. T. (2015). Further validation of the learning alliance inventory: The roles of working alliance, rapport, and immediacy in student learning. Teaching of Psychology, 42(1), 19-25. doi:10.1177/ 009862831456 2673
[41]. Ryan, R. G., Wilson, J. H., & Pugh, J. L. (2011). Psychometric characteristics of the professor-student rapport scale. Teaching of Psychology, 38(3), 135-141. doi:10.1177/0098628311411894
[42]. Starcher, K. (2011). Intentionally building rapport with students. College Teaching, 59(4), 162. doi:10.1080/87 567555.2010.516782
[43]. Wilson, J. H., & Ryan, R. G. (2013). Professor-student rapport scale: Six items predict student outcomes. Teaching of Psychology, 40(2), 130-133. doi:10.1177/009 8628312475033
[44]. Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor-student rapportscale predicts student outcomes. Teaching of Psychology, 37(4), 246-251. doi:10.1080/00986283.2010.510976
[45]. Young, L. E., Horan, S. M., & Frisby, B. N. (2013). Fair and square? An examination of classroom justice and relational teaching messages. Communication Education, 62(4), 333-351. doi:10.1080/03634523.2013. 800216
[46]. Zhou, J. (2012). The effects of reciprocal imitation on teacher–student relationships and student learning outcomes. Mind, Brain, & Education, 6(2), 66-73. doi:10.1111/j.1751-228X.2012.01140.x
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.