Psychometric Characteristics Of The Professor-Student Rapport Scale
Document Type
Article
Publication Date
2011
Publication Title
Teaching of Psychology
DOI
https://doi.org/10.1177/0098628311411894
ISSN
1532-8023
Abstract
In this study, the authors assessed the psychometric properties of the Professor–Student Rapport Scale, the first scale to measure professor–student rapport. The scale was found to have adequate test–retest and internal-consistency reliability. In addition to these findings, measures used to determine convergent validity included the Working Alliance Inventory, a social support scale, and a measure of verbal aggressiveness. The rapport scale was found to significantly correlate in the expected direction with these measures. Specifically, the rapport scale correlated positively with the Working Alliance Inventory and the social support scale and correlated negatively with the verbal aggressiveness scale. Applications are discussed in terms of using the scale to identify areas of improvement in teaching practices and the potential usefulness of the scale for predicting student outcomes.
Recommended Citation
Ryan, Rebecca G., Janie H. Wilson, James L. Pugh.
2011.
"Psychometric Characteristics Of The Professor-Student Rapport Scale."
Teaching of Psychology, 38 (3): 135-141: Sage Publications.
doi: https://doi.org/10.1177/0098628311411894 source: https://journals.sagepub.com/doi/10.1177/0098628311411894
https://digitalcommons.georgiasouthern.edu/psych-facpubs/15
Copyright
Copyright belongs to Springer. Information regarding the dissemination and usage of journal articles can be accessed through the following link.
Copyright belongs to Springer. Information regarding the dissemination and usage of journal articles can be accessed through the following link.
Copyright belongs to Springer. Information regarding the dissemination and usage of journal articles can be accessed through the following link.
Copyright belongs to Springer. Information regarding the dissemination and usage of journal articles can be accessed through the following link.
