The Effects of Competence-Based Trust and Rapport on Instructor-Student Relationships

Competence-based trust and rapport qualities in college professors significantly affected, to similar degrees, perceptions and predicted behaviors related to academic motivation in a sample of 84 undergraduates. Participants’ individual differences, including agreeableness, neuroticism, academic entitlement, and Machiavellian tendencies, also affected perceptions of trust and rapport as well as predicted motivation.