Professor–student rapport and a sense of mattering to others are associated with several college student outcomes, but no study has examined the relation between these two variables.
Objective
This study sought to examine associations between professor–student rapport, mattering, and college student outcomes including grade data and students’ ratings of a course and an instructor.
Method
149 college students completed the Professor–Student Rapport Scale (PSRS), the General Mattering Index, and the Interpersonal Mattering Scale. Students’ ratings of the course and the instructor were collected as well as institutionally-reported GPA.
Results
Professor–student rapport was related to mattering to the psychology instructor. Professor–student rapport was predictive of students’ ratings of the course and the instructor but was not associated with grades. Measures of mattering were not related to student outcomes. The brief version of the PSRS was not more predictive of student outcomes as compared to the full PSRS.
Conclusion
Professor–student rapport and mattering are related, but only rapport is associated with some student academic outcomes. Studies that go beyond students’ perceptions and focus on more objective student outcomes are needed in this area. Additionally, experimental studies that examine methods of fostering rapport are warranted to more fully understand the influence of faculty behaviors and qualities on students.
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