Understanding the Role of Instructor Rapport in the College Classroom

Brandi N. Frisby, Amy L. Housley Gaffney

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

Abstract

This study examined the discriminant validity between rapport and immediacy and tested a model using instructor rapport as the mediator between immediacy and learning. Participants (N = 146) completed measures of nonverbal immediacy, instructor rapport, perceived cognitive learning, and anticipated final course grade. Results revealed that immediacy and rapport were two distinct constructs. In testing the model, the enjoyable interaction dimension of instructor rapport mediated the relationship between immediacy and perceived learning but not anticipated final grades. The personal connection dimension of rapport mediated the relationship between immediacy and both perceived learning and anticipated final grade. These results explore the mechanism through which immediacy may lead to cognitive learning.

Original languageEnglish
Pages (from-to)340-346
Number of pages7
JournalCommunication Research Reports
Volume32
Issue number4
DOIs
StatePublished - Oct 2 2015

Bibliographical note

Publisher Copyright:
© 2015 Eastern Communication Association.

Keywords

  • Affective Learning
  • Final Grades
  • Immediacy
  • Learning
  • Rapport

ASJC Scopus subject areas

  • Communication

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