Instructor–Student and Student–Student Rapport in the Classroom

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Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation (2014, methodology): “For example, Frisby and Martin (2010) found that building classroom connectedness and developing student–instructor relationships were related positively to class participation.”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “Consider Frisby and Martin ( 2010 ), who found that both the behaviors of instructors and peers were important in understanding classroom processes (however, it should be noted that instructor rapport, compared to student rapport, consistently predicted perceptions of learning and participation).”
ACADEMIC BUOYANCY (2018, methodology): “…there is evidence that teachers’ enthusiasm for teaching, mediated through their instructional practices, impacts their students’ intellectual curiosity, value of the subject, investment of effort, sense of competence, and desire for genuine approval (Butler & Shibaz, 2014; Frisby & Martin, 2010).”
College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, methodology): “The Cognitive Learning Measure is a 10-item scale that assesses perceived recall, knowledge, and application of material.”