ABSTRACT

There is an increasing need for instructors to develop meaningful relationships with college students in the classroom to better support student mental health and well-being. Developing instructor-student rapport offers one way to fulfill student relational needs and promote positive student outcomes in the classroom. However, there is a pronounced gap in what we know about specific strategy instructors can employ to build rapport with students. Thus, this study forwarded appropriate humor (i.e., related humor, unrelated humor) and confirmation (i.e., responding to questions, demonstrating interest, teaching style) as potential rapport-building strategies. Results suggested that both appropriate humor and confirmation are viable behavior instructors can use to build rapport with students, and practical suggestions for instructors hoping to build rapport in the classroom are outlined.

摘要

越来越需要教师在课堂上与大学生建立有意义的关系，以更好地支持学生的心理健康和福祉。发展师生关系提供了一种满足学生关系需求和促进学生在课堂上取得积极成果的方法。但是，我们对讲师可以用来与学生建立融洽关系的具体策略的了解存在明显差距。因此，本研究将适当的幽默（即相关幽默、无关幽默）和确认（即回答问题、表现出兴趣、教学风格）作为潜在的建立关系的策略。结果表明，适当的幽默和确认都是教师可以用来与学生建立融洽关系的可行行为，