Research
I'm interested in how different kinds of student-tutee rapport can influence whether and to what extent a student decides to execute their tutor's recommendations.
Rapport is obviously a tricky thing to measure, since it takes into account a lot of super vague, variable, qualitative factors, but on a basic level I imagine it could be student- and/or tutee-reported. Although, perhaps I am less interested in how "strong" the rapport is, and more interested in what type it is—and whether it influences students' likeliness to take your advice.
For example, if the rapport feels friendlier/more informal, it seems to me that this could either make the student LESS likely to take their tutor's advice since they see the tutor as less of an authority figure, OR it could make the student MORE likely to take the advice since it is being presented to them in a way that doesn't make them feel quite so defensive or talked down to? (Perhaps it also depends on factors that become increasingly complicated to account for, such as the student's individual relationship to authority.)
Rapport is obviously a tricky thing to measure, since it takes into account a lot of super vague, variable, qualitative factors, but on a basic level I imagine it could be student- and/or tutee-reported. Although, perhaps I am less interested in how "strong" the rapport is, and more interested in what type it is—and whether it influences students' likeliness to take your advice.
For example, if the rapport feels friendlier/more informal, it seems to me that this could either make the student LESS likely to take their tutor's advice since they see the tutor as less of an authority figure, OR it could make the student MORE likely to take the advice since it is being presented to them in a way that doesn't make them feel quite so defensive or talked down to? (Perhaps it also depends on factors that become increasingly complicated to account for, such as the student's individual relationship to authority.)
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