The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning

Abstract

ABSTRACT Because most instructional communication research has been conducted within the United States, the purpose of this study was to develop an enhanced understanding of the student–instructor relationship outside the United States using the instructional beliefs model and rhetorical and relational goals theory. Specifically, we examined the effects of perceived instructor rapport and instructor relevance on students’ instructional beliefs (i.e., efficacy and empowerment), behaviors (i.e., participation and expressed academic concern), and perceived cognitive learning (i.e., learning indicators and cognitive learning) in France. Undergraduate and graduate students (N = 565) completed a Qualtrics survey including both self- and other-report instruments in reference to their most recently attended class. The results of multiple and stepwise regression analyses largely supported the hypotheses that student–instructor rapport and perceived instructor relevance have positive effects on students’ instructional beliefs, communication approach behaviors, and perceived learning.