Understanding the Role of Instructor Rapport in the College Classroom

Brandi N. Frisby; Amy L. Housley Gaffney

doi:10.1080/08824096.2015.1089847

Understanding the Role of Instructor Rapport in the College Classroom

Brandi N. Frisby, Amy L. Housley Gaffney

Research output: Contribution to journal › Article › peer-review

29 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 language	English
Pages (from-to)	340-346
Number of pages	7
Journal	Communication Research Reports
Volume	32
Issue number	4
DOIs	https://doi.org/10.1080/08824096.2015.1089847
State	Published - 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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10.1080/08824096.2015.1089847

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Understanding the Role of Instructor Rapport in the College Classroom

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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