%0 Journal Article
%T Professor¨CStudent Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes
%A Melik£żah Demir
%A Nora Dunbar
%A Shelby Burton
%J Teaching of Psychology
%@ 1532-8023
%D 2019
%R 10.1177/0098628318816132
%X 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
%K professor¨Cstudent rapport
%K autonomy support
%K course outcomes
%K student learning
%K actual grades
%U https://journals.sagepub.com/doi/full/10.1177/0098628318816132