Term of Award
Master of Science in Experimental Psychology (M.S.)
Document Type and Release Option
Thesis (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Psychology
Committee Member 1
Committee Member 2
Rapport, immediacy, learning alliance, classroom citizenship behavior, and observed classroom citizenship behavior were examined for their prediction of both affective and cognitive learning. The measure of observed classroom citizenship behavior was created for the purposes of the current study. Observed classroom citizenship behavior positively correlated with classroom citizenship behavior. Specifically, the involvement, affiliation, and courtesy subscales correlated with overall classroom citizenship behavior and their respective subscales but not with other citizenship behavior subscales. This suggests that only certain types of citizenship behaviors relate to the engagement or observation of those behaviors. Observed citizenship behavior was also found to be correlated with all other predictor variables as well as both measures of affective learning. Regression analyses revealed that rapport was the only predictor variable that predicted all measures of student learning. This suggests that a harmonious relationship with the instructor is a better predictor of student learning than general friendliness and attentiveness of the instructor, a collaborative bond with the instructor, behavior of the student, or perceptions of other classmates.
Talley, Susan A., "Predicting Student Learning: The Roles of Rapport, Immediacy, Learning Alliance, and Citizenship Behavior" (2018). Electronic Theses and Dissertations. 1733.
Research Data and Supplementary Material