Fostering Students' Active Participation in Higher Education - The Role of Teacher-student Rapport

Oct 15, 2026

Uploaded by Elsa

Teacher-student rapport is examined as a classroom factor that supports learning by improving the classroom climate and students’ well-being. The study tests whether rapport in higher education predicts students’ active participation in class. Data from 1,682 students across three Slovene public universities, taught by 50 instructors, are analyzed using validated scales for rapport, teaching effectiveness, student self-regulation, and participation. Hierarchical linear modelling shows rapport significantly predicts active participation, leading to discussion of practical teaching strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Teacher-student rapport and favourable outcomes

Constructivism and the value of active participation

Research gaps and study aims

Teacher-Student Rapport in the Context of Higher Education

Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport By Ana Bardorfer∗ The concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students’ active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavčič, 2020), teachers' effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), autonomously regulated behaviour of students (The Self-Regulation Questionnaire-Academic; Ryan & Connell, 1989) measured by the index of relative autonomy (RAI), and participation levels (Participation Scale; Fassinger, 1995b) were used in the study. The findings from the hierarchical linear modelling analysis revealed that teacher-student rapport significantly predicted students’ active participation in class. Establishing rapport between teachers and students therefore presents an effective way of promoting active student participation. The paper concludes by discussing the implications of the study on strategies that teachers might employ to foster rapport with students. Keywords: teacher-student rapport; interpersonal relationships; higher education; active participation; constructivism Introduction A diverse array of favourable student-related results such as motivation, success, engagement, learning, and hope are significantly enhanced by positive teacher-student relationships (Wendt & Courduff, 2018; Xie & Derakhshan, 2021; Frymier & Houser, 2000; Havik & Westergård, 2020). Teacher-student rapport, as defined by several scholars (Catt, Miller, & Schallenkamp, 2007; Faranda & Clarke, 2004; Frisby & Martin, 2010; Wilson, Ryan, & Pugh 2010), refers to the positive ties and connections that teachers aim to establish with their students. Extensive global research conducted in the realm of higher education has revealed rapport results in numerous positive outcomes for students. In addition to its favourable effect on students’ self-perceived learning (Frisby & Martin, 2010), final grade achieved (Wilson, Ryan, & Pugh 2010), motivation for studying (Bouras & Keskes, 2014; Clarke, 2004; Frisby & Myers, 2008; Granitz, Koernig,& Harich, 2009; Zheng, Yu, & Wu, 2021), and academic success (Estepp & Roberts, 2013; Jimerson & Haddock, 2015; Lammers, Gillaspy, & Hancock, ∗Assistant Professor, Faculty of Education, University of Primorska, Slovenia. 2017) scholars have also observed a notable and positive correlation between rapport and active participation (Frisby & Martin, 2010). In the context of these studies, the conceptualization and operationalization of rapport and active participation exhibit a notable lack of consistency. Following the constructivist paradigm of teaching and learning, active participation of students is desirable, as interaction with the social environment enables the individual to form his or her knowledge. Such knowledge tends to be of higher quality, characterised by comprehension, applicability, and permanence (Marentič Požarnik & Plut Pregelj, 2009; Marentič Požarnik & Puklek Levpušček, 2005). Some research (Beadoin, 2002; Martin & Mottet, 2000) also shows that students' active participation in lessons leads to better academic performance (Beadoin, 2002) and plays an important role in the success of education and students' personal development (Tatar, 2005). Students who are actively involved also report higher satisfaction with classes and higher persistence rates (Astin, 1999). While studies on the relationship between teacher behaviour and active

FAQs

What is the main objective of the study?

To examine the predictive value of teacher-student rapport in higher education for students’ active participation in class.

How was teacher-student rapport measured in the study?

Through self-reported measurements using the Instructor-Student Rapport Scale (Bardorfer & Kavčič, 2020).

What did the findings show about teacher-student rapport and participation?

Hierarchical linear modelling revealed that teacher-student rapport significantly predicts students’ active participation in class, highlighting rapport as a practical way to foster engagement.

Oct 15, 2026

Uploaded by Elsa