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Background: Professor-student rapport is associated with various important student success outcomes, highlighting the need for a good measure of this construct. Objective: The current study attempted to replicate the components of the Professor-Student Rapport Scale (PSRS) reported in Wilson and Ryan (2013). Method: 760 undergraduate students completed the PSRS and several student outcome measures. The sample was split in half to conduct both an exploratory factor analysis and confirmatory factor analysis. The predictive validity of the factors that emerged was then assessed. Results: The exploratory factor analysis (EFA) did not replicate the components previously reported. Instead, we describe the emergence of two distinct factors: "Professor Cares about Students" and "Professor Creates an Engaging and Constructive Atmosphere." The factor structure exhibited adequate model fit in the confirmatory factor analysis (CFA) and significantly predicted five of the six student and course outcomes examined. Conclusion: We argue that the two factors reported herein better capture and elucidate professor-student rapport than the components previously identified. Teaching Implications: There appear to be two critical pieces to establishing professor-student rapport. Students must perceive their instructor cares about their individual success/well-being, and is competent at creating an overall atmosphere conducive to engagement/learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]