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 ( R 2 = .72), perception of the course ( R 2 = .49), and perceived amount learned ( R 2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R 2 = .07) and actual ( R 2 = .04) final grade, and absences ( R 2 = .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.