Open AccessToward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms
Author(s) -
Xiuqin Zhou
Publication year - 2021
Publication title -
frontiers in psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.947
H-Index - 110
ISSN - 1664-1078
DOI - 10.3389/fpsyg.2021.759785
Subject(s) - psychology , student engagement , interpersonal communication , construct (python library) , mathematics education , academic achievement , student teacher , pedagogy , social psychology , teacher education , computer science , programming language
Due to the fact that teacher-student rapport may favorably influence students' academic behaviors, several scholars have empirically studied the impact of this interpersonal communication behavior on a range of student-related variables. Notwithstanding, academic engagement as another student-related variable has received less empirical attention. Further, no review study has been carried out to illustrate the beneficial outcomes of teacher-student rapport for students' involvement. The current study, hence, aims to fill these gaps by explaining the construct of teacher-student-rapport and its positive consequences for students' academic engagement in the practical instruction classrooms. Drawing on the available evidence, the positive impact of teacher-student rapport on students' academic engagement was illuminated. The significant implications of the finding are also discussed.