Association Between Teacher-Student Rapport And Learners’ Autonomy At University Level

Abstract

The core aim of this study was to find the relationship between teacher-student rapport and learners’ autonomy at the university level. The study followed quantitative approach. Survey method was used to collect data and the population was BS English (undergraduate) students (2020-2024) from all public sector universities in Lahore. The data were collected from 350 BS English (undergraduate) students through a convenient sampling technique. To collect the data the researcher adapted the instruments of the Teacher-Student Relationship Questionnaire (TSRQ) and Learners’ Autonomy Questionnaire (Short Form) LAP-SF. The Pearson correlation coefficient (r) and simple linear regression was used to analyse the data. On the basis of the findings it was concluded that there was a strong, positive correlation between teacher-student rapport and learners’ autonomy and the teacher-student rapport showed 47% variance (which was statistically highly significant) to predict the learners' autonomy. The study recommended that the teacher may focus on their relationship with their students and should engage and encourage their students to participate in those tasks and learning activities in which their autonomy is being developed or improved.