Do Professor–Student Rapport and Mattering Predict College Student Outcomes?

Background: Professor–student rapport and a sense of mattering to others are associated with several college student outcomes, but no study has examined the relation between these two variables. Objective: This study sought to examine associations between professor–student rapport, mattering, and college student outcomes including grade data and students’ ratings of a course and an instructor. Method: 149 college students completed the Professor–Student Rapport Scale (PSRS), the General Mattering Index, and the Interpersonal Mattering Scale. Students’ ratings of the course and the instructor were collected as well as institutionally-reported GPA. Results: Professor–student rapport was related to mattering to the psychology instructor. Professor–student rapport was predictive of students’ ratings of the course and the instructor but was not associated with grades. Measures of mattering were not related to student outcomes. The brief version of the PSRS was not more predictive of student outcomes as compared to the full PSRS. Conclusion: Professor–student rapport and mattering are related, but only rapport is associated with some student academic outcomes. Studies that go beyond students’ perceptions and focus on more objective student outcomes are needed in this area. Additionally, experimental studies that examine methods of fostering rapport are warranted to more fully understand the influence of faculty behaviors and qualities on students.

Assessing how Physical Education Faculty Behaviors Affect College Student Perceptions of Them as Health Instructors: Do we Practice What we Teach?

Background: While there is a large body of evidence on faculty as role models, there is scant research on physical education faculty and how their behaviors may be reflected and internalized in student health perceptions. Aim: To determine the impact of physical education faculty health behaviors on student perceptions. Method: Surveys were administered among college students enrolled in a number of Physical Education (PED 101) courses at a university in the southeast United States. Different vignettes (healthy versus unhealthy behaviors) were provided describing scenarios where students may observe their physical education faculty both on and off campus. Scenarios were assessed to examine how there may be an effect on the student's perception as either favorable or unfavorable of faculty as a health instructor. Results: Both salient behaviors (e.g., seeing faculty exercising on campus or drinking water during class) and non-salient cues (e.g., having a grocery cart full of health or unhealthy foods at the store) both play a role in students’ perceptions. Conclusion: Physical Education faculty must be aware that behaviors they engage in both in the classroom and out of the classroom may shape how students perceive them.

Incivility Among Radiography Educators in the United States

Purpose: Medical imaging education must nurture a civil environment for both students and educators. Because faculty incivility can potentially compromise learning and interfere with workplace productivity, this study examined the perceptions of incivility among radiography educators in the United States. Methods: A survey research method was designed to examine the severity and frequency of incivility among educators teaching in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology (JCERT). Using a scale of 1 to 4, the participants in this study considered their perceptions of faculty incivility among radiography educators within their respective departments. Results: Civility has been demonstrated as a perceived problem in this survey. A total of 240/1,333 educators completed the survey, resulting in a response rate of 18%. Only 40.4% (97/240) of the participants in this study perceived that the severity of incivility was not a problem. The majority of the participant perceived civility to be an issue with 23.8% (57/240) reporting a minor problem; 39/240 (16.3%) said it was a moderate problem; and 47/240 (19.6%) believed faculty incivility is a major problem among radiography educators in the United States. Interestingly, severe uncivil faculty behaviors did not occur as often as behaviors classified as less severe. A very weak negative correlation was found between perceived severity of faculty incivility and age of radiography educators, indicating age increased as the perceived severity of faculty incivility slightly decreased and vice versa. Conclusions: Faculty incivility is perceived to be occurring among radiography educators in the United States. This study provides a foundation for future research to address various aspects of incivility among imaging sciences and radiation therapy educators in the United States.