Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes

Abstract

Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students (n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness (R2 =.72), perception of the course (R2 =.49), and perceived amount learned (R2 =.27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected (R2 =.07) and actual (R2 =.04) final grade, and absences (R2 =.04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.