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Instructor-Student and Student-Student Rapport in the Classroom

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Abstract:

The purpose of this study was to examine relationships between student-student rapport, instructor-student rapport, and classroom connectedness, perceived student participation, affective learning, and cognitive learning. Students (N= 232) reported on their perceptions of interpersonal interactions with instructors and peers. Results show that instructor rapport and classmate rapport were related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness were positively related to participation. However, only instructor rapport emerged as significant predictor of participation, affective learning, and cognitive learning.

Most Common Document Word Stems:

student (183), instructor (176), learn (135), classroom (94), affect (86), rapport (82), communic (78), particip (55), perceiv (49), relationship (46), cognit (46), relat (43), p (42), behavior (40), posit (37), toward (32), instructor-stud (31), r (30), educ (30), 2004 (28), class (28),

Author's Keywords:

rapport, student-teacher, interpersonal relatioship, learning, classroom
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Association:
Name: International Communication Association
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p296977_index.html
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MLA Citation:

Frisby, Brandi. "Instructor-Student and Student-Student Rapport in the Classroom" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, May 21, 2009 <Not Available>. 2017-09-11 <http://citation.allacademic.com/meta/p296977_index.html>

APA Citation:

Frisby, B. N. , 2009-05-21 "Instructor-Student and Student-Student Rapport in the Classroom" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL Online <PDF>. 2017-09-11 from http://citation.allacademic.com/meta/p296977_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to examine relationships between student-student rapport, instructor-student rapport, and classroom connectedness, perceived student participation, affective learning, and cognitive learning. Students (N= 232) reported on their perceptions of interpersonal interactions with instructors and peers. Results show that instructor rapport and classmate rapport were related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness were positively related to participation. However, only instructor rapport emerged as significant predictor of participation, affective learning, and cognitive learning.


Similar Titles:
The Role of Instructor Humor and Students’ Educational Orientations in Student Learning, Extra Effort, Participation, and Out-of-Class Communication

Relationship among Students' Cultural Orientations, Predispositions toward Communication, Perceptions of Instructors' Communication Reciprocity, and Learning in U.S. Classrooms

The Relationships among Perceived Instructor Rapport, Student Participation, and Student Learning Outcomes


 
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