Professor-Student Rapport Scale: Psychometric properties of the brief version

Ryan, Rebecca G.

doi:10.14434/josotl.v14i3.5162

Cited by 9 publications

(16 citation statements)

References 20 publications

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“…Much of the international research on SET use questions specifically about lecturers as individuals, and their traits (Goebel and Cashen, 1979;Ryan and Wilson, 2014;Wilson et al, 2014;MacNell et al, 2015). However, whether a person is seen as compassionate or caring does not reveal information about their ability to perform as a lecturer, or about their pedagogical skills, which should be the focus of SET, regardless of how SET are to be used.…”

Section: Discussionmentioning

confidence: 99%

“…To measure SET, a range of measures from previous research were included. The Professor Effectiveness scale (Goebel and Cashen, 1979;Wilson et al, 2014), The Brief Professor-Student Rapport Scale (Ryan and Wilson, 2014) with two sub-scales (Perceptions of the teacher and Student Engagement). Personal characteristics of the lecturer were assessed by items suggested by MacNell et al (2015) and Boring (2016).…”

Section: Methodsmentioning

confidence: 99%

“…The Brief Professor-Student Rapport Scale (Ryan and Wilson, 2014) 1 = Strongly disagree 7 = Strongly agree…”

Section: Analyzed Separatelymentioning

confidence: 99%

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Gender Stereotypes in Student Evaluations of Teaching

2021

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This paper tests how gender stereotypes may result in biased student evaluations of teaching (SET). We thereby contribute to an ongoing discussion about the validity and use of SET in academia. According to social psychological theory, gender biases in SET may occur because of a lack of fit between gender stereotypes, and the professional roles individuals engage in. A lack of fit often leads to more negative evaluations. Given that the role as a lecturer is associated with masculinity, women might suffer from biased SET because gender stereotypes indicate that they do not fit with this role. In two 2 × 2 between groups online experiments (N's = 400 and 452), participants read about a fictitious woman or man lecturer, described in terms of stereotypically feminine or masculine behavior, and evaluated the lecturer on different SET outcomes. Results showed that women lecturers were not disfavored in general, but that described feminine or masculine behaviors led to gendered evaluations of the lecturer. The results were especially pronounced in Experiment 2 where a lecturer described as displaying feminine behaviors was expected to also be more approachable, was better liked and the students rather attended their course. However, a lecturer displaying masculine behaviors were instead perceived as being more competent, a better pedagogue and leader. Gender incongruent behavior was therefore not sanctioned by lower SET. The results still support that SET should not be used as sole indicators of pedagogic ability of a lecturer for promotion and hiring decisions because they may be gender-biased.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Gender Stereotypes in Student Evaluations of Teaching

2021

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“…Extensive international research has identified rapport—a bond of mutual trust and respect (Granitz, Koernig, & Harich, )—as the characteristic most associated with effective teaching across myriad disciplines (Buskist, Sikorski, Buckley, & Saville, ; Ryan & Wilson, ). Conceptually, this is similar to the concept of developing a bond in therapy (Bordin, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Role of the Facilitator in Couple Relationship Education

Ketring

Bradford

Davis

et al. 2017

J Marital Family Therapy

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While much of the Couple Relationship Education (CRE) research has focused on participant factors, unexpectedly little research has considered how characteristics of those providing the programming shape its efficacy. The current study draws upon a diverse sample of 225 couples who received CRE from community educators to examine how facilitation alliance is related to relationship outcomes for men and women and whether having a facilitator with similar demographic characteristics is related to the alliance. Results suggest that the facilitation alliance is related to some-though not all-postprogram outcomes and these effects were uniform across gender and relationship status (married vs. unmarried). Having a facilitator of the same gender was associated with a stronger alliance. Implications are discussed.

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“…Hill & Epps, 2010). The behavior exhibited by a teacher can influence the student’s learning environment which in turn influences the student’s satisfaction and learning gains (Micari & Pazos, 2012; Ryan & Wilson, 2014). For example, Frisby and Myers (2008) found that rapport-related behaviors are significantly associated with student satisfaction.…”

mentioning

confidence: 99%

Students’ Expectations and Students’ Satisfaction: The Mediating Role of Excellent Teacher Behaviors

Geier

2020

Teaching of Psychology

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This study sought to investigate whether teacher behaviors, within the Teacher Behavior Checklist dimensions of caring and supportive and professional competency and communication skills, relate to students’ satisfaction. Additionally, it assessed the influence of the importance students set on teacher behaviors on students’ satisfaction. Cross-sectional survey data were analyzed using hierarchical linear regression and mediation analysis. Results suggested teacher behaviors within the caring and supportive dimension is the dominant predictor of students’ satisfaction. Behaviors according to professional competency and communication skills were also related to students’ satisfaction but to a lesser degree. Results showed that students’ importance for behaviors did mediate the relationship between teacher behaviors and students’ satisfaction with both caring and supportive and professional competency and communication skills. Theoretical and practical implications for excellent teacher behaviors are discussed including recommendations for future research.

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Professor-Student Rapport Scale: Psychometric properties of the brief version

Cited by 9 publications

References 20 publications

Gender Stereotypes in Student Evaluations of Teaching

Gender Stereotypes in Student Evaluations of Teaching

The Role of the Facilitator in Couple Relationship Education

Students’ Expectations and Students’ Satisfaction: The Mediating Role of Excellent Teacher Behaviors

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