Sense of Community as a Bridge between Rapport and Engagement in EFL Classrooms: A Structural Equation Modeling Approach

Sense of Community as a Bridge between Rapport and Engagement in EFL Classrooms: A Structural Equation Modeling Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Sense of Community as a Bridge between Rapport and Engagement in EFL Classrooms: A Structural Equation Modeling Approach Hamed Zarabi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7168146/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 15 You are reading this latest preprint version Abstract Rapport within educational settings plays a pivotal role in fostering student engagement and building a sense of community, particularly in EFL classrooms. This study examines the relationships between teacher-student (T-S) rapport, student-student (S-S) rapport, sense of community, and student engagement among 300 Iranian high school EFL learners across various grade levels. Employing self-reported scales, including the Classroom Community Scale, the T-S and S-S Rapport Scale, and the Engagement Scale, the study employed Structural Equation Modeling (SEM) and mediation analyses to explore direct and indirect effects. Results indicate that both T-S and S-S rapport significantly predict student engagement (β = .34, p < .01; β = .42, p < .001, respectively). Additionally, sense of community mediates the relationships between rapport and engagement, highlighting its critical role in educational outcomes. Confirmatory Factor Analysis (CFA) established the validity and reliability of the scales, with strong goodness-of-fit indices (CFI = .98, TLI = .98, RMSEA = .03). The findings underscore the importance of rapport and a cohesive classroom environment in enhancing students' academic, emotional, and social experiences. By integrating these interpersonal components, educators can create supportive, engaging learning environments that promote both individual and collective success. This study contributes to the growing body of literature emphasizing the interplay between rapport, sense of community, and engagement in language learning contexts. Sense of community Structural Equation Modeling Student engagement Student-student rapport Teacher-student rapport Figures Figure 1 Introduction Rapport in educational settings has increasingly been recognized as a critical factor influencing students' engagement and sense of community within the classroom. Defined as a harmonious relationship characterized by mutual respect, understanding, and trust, rapport shapes the educational experience for both students and teachers. Zhou ( 2021 ) explains that a positive and favorable relationship between teachers and students is called T-S rapport, which includes enjoyment, connection, respect, and mutual trust. This foundational relationship not only enhances students' emotional well-being but also significantly impacts their academic engagement by fostering a classroom environment where they feel valued and motivated to actively participate in their learning journey. Additionally, the interplay between T-S rapport and S-S rapport is vital, as both dimensions contribute to building a cohesive classroom community that promotes collaboration and interpersonal connections. The establishment of strong bonds within the classroom, therefore, creates a ripple effect, enhancing both individual and collective learning experiences. Research consistently highlights the positive correlation between strong T-S rapport and various indicators of student engagement, such as academic performance, participation in discussions, and overall motivation. Pan and Yao ( 2023 ) assert that teacher support promotes students' internal motivation and enhances students' concentration in the learning process, thus giving rise to a higher level of academic engagement. Similarly, Richmond et al. ( 2015 ) emphasize that rapport that is useful for student outcomes entails not only being a likable teacher but also creating an engaging classroom environment for students. Beyond T-S connections, fostering S-S rapport also plays a key role in creating a supportive and collaborative learning environment. As Broom et al. ( 2022 ) note, previous research suggests professor-student rapport can enhance indicators of engagement, including pro-academic behaviors and class performance. Furthermore, Newell and Adam ( 2022 ) advocate for informal forums to build rapport between students and educators, emphasizing how such connections foster a sense of belonging and community. Together, these findings underscore the importance of rapport in enhancing not only students' academic success but also their emotional and social development. Literature Review Theoretical Foundations of Teacher-Student and Student-Student Rapport The concept of rapport in educational settings is deeply rooted in the study of interpersonal relationships, particularly in how these relationships shape classroom dynamics. Rapport is widely defined as a harmonious relationship characterized by mutual respect, understanding, and trust, which fosters a conducive learning environment. According to Acharya ( 2017 ), rapport is a term that is truly relationships-centred in capturing what is experienced in interpersonal relationships. This definition underscores the emotional aspects of rapport, which can reduce anxiety, promote participation, and enhance learning outcomes. Saeed (2024) supports this by noting that positive rapport facilitates communication and encourages students to engage more deeply with learning material, thereby enriching their academic experiences. Additionally, rapport is fundamental in establishing a sense of community within the classroom, which is critical for promoting collaborative learning and peer support (Sun & Shi, 2022 ). T-S rapport, in particular, plays a pivotal role in fostering engagement. Studies suggest that strong T-S relationships significantly influence students' motivation, participation, and academic outcomes. For instance, Demır et al. (2018) found that "the trajectory of rapport across the semester is an important predictor of course outcomes such that students who report declining rapport also report lower grades. This highlights the dynamic nature of rapport and its importance in sustaining engagement over time. Similarly, Lammers et al. (2017) emphasize that positive rapport with an instructor could cause a student to become more engaged in the learning for that course." These findings demonstrate the critical impact of T-S rapport on student behavior and performance, emphasizing the need for educators to actively foster positive relationships with their students. The Role of Teacher-Student Rapport in Student Engagement T-S rapport has been consistently linked to various dimensions of student engagement, including emotional, behavioral, and cognitive aspects. Positive relationships with teachers create a supportive atmosphere where students feel valued and motivated to participate actively in their learning. As Lü ( 2022 ) explains, effective rapport-building minimizes stress and fosters social connections, which contribute to a positive and productive educational environment. Additionally, Pan & Yao ( 2023 ) argue that warm and intimate T-S relationships enhance students' internal motivation and concentration, leading to greater academic engagement. These findings highlight the significant role of T-S rapport in shaping not only students’ engagement but also their overall academic success. Teacher support further amplifies the impact of rapport on engagement. Shakki ( 2022 ) underscores that cordial T-S relationships, combined with adequate support, significantly improve students’ involvement in learning activities, particularly in language learning contexts. Sun & Shi ( 2022 ) add that strong T-S rapport positively influences students' affective learning, fostering an emotional connection to their education. Together, these studies emphasize the necessity of rapport-building strategies in creating a nurturing educational environment where students are encouraged to actively engage with the material and their peers. Student-Student Rapport and the Sense of Community in Classrooms While T-S rapport is critical, the role of S-S interactions in fostering a sense of community and enhancing engagement is equally significant. Collaborative peer relationships contribute to a supportive classroom environment, promoting both academic and social benefits. Xie & Derakhshan (2021) highlight that "a positive instructor-student relationship is identified with empathy, caring, involvement, trust, and respect," which are also essential for fostering strong peer relationships. This interconnectedness between T-S and S-S rapport underscores the importance of mutual respect and support in creating a positive classroom atmosphere. Research emphasizes the importance of a sense of community in fostering engagement. When students perceive their classroom as a cohesive community, they are more likely to exhibit positive academic behaviors and higher motivation levels (Schudde, 2019). Saeed (2024) further notes, "the presence of rapport increases a variety of classroom aspects, including motivation, feedback, student learning, and communication." Thus, the establishment of rapport among peers not only facilitates collaboration but also fosters a sense of belonging, which is essential for students’ emotional well-being and academic success. Empirical Evidence and Implications for Educational Practice Empirical studies further underscore the importance of rapport in shaping classroom dynamics and improving student outcomes. Positive T-S relationships have been shown to enhance not only academic engagement but also students’ emotional well-being and resilience. Zhou ( 2021 ) explains that T-S rapport has a profound influence on students’ academic engagement, suggesting that supportive teacher interactions can lead to improved emotional and academic outcomes. Similarly, Kang & Wu ( 2022 ) found that strong emotional rapport mitigates feelings of shame and anxiety among students, encouraging greater participation and communication in class. These findings highlight the multifaceted benefits of fostering T-S rapport in educational settings. S-S rapport also has a significant impact on classroom dynamics. Newell & Adam ( 2022 ) emphasize that peer-to-peer teaching and collaboration enhance rapport among students, creating a cohesive and supportive learning environment. Wilson et al. ( 2012 ) add that positive interpersonal relationships among students lead to better attitudes, increased motivation, and improved academic performance. Together, these studies demonstrate that cultivating strong peer relationships is essential for fostering engagement and creating a thriving classroom community. The implications for educational practice are clear: educators must prioritize rapport-building with and among students to create a supportive and engaging learning environment. Assali ( 2024 ) highlights that teachers consider rapport a key factor in establishing a positive classroom atmosphere, which in turn enhances student motivation and engagement. Meng ( 2021 ) further emphasizes that constructive T-S rapport is essential for fostering students' state motivation, particularly in language learning contexts. To achieve these outcomes, educators should adopt strategies such as demonstrating care, setting high expectations, and fostering open communication to strengthen rapport and promote a sense of community in their classrooms. In conclusion, the literature underscores the pivotal role of T-S and S-S rapport in shaping classroom dynamics, fostering a sense of community, and enhancing student engagement. Strong interpersonal relationships not only contribute to academic outcomes but also play a crucial role in students’ emotional and social development. T-S rapport has been shown to improve motivation, reduce anxiety, and promote active participation, while S-S rapport fosters collaboration and a sense of belonging. Despite the robust evidence on the benefits of rapport in educational contexts, there is a noticeable gap in the literature. Few studies examine the interplay between T-S rapport, S-S rapport, and sense of community simultaneously, particularly in relation to their combined influence on classroom engagement. Furthermore, limited research explores the mediating role of sense of community in these relationships, leaving an incomplete understanding of how these variables interact to shape student experiences. This study addresses these gaps by investigating how T-S rapport, S-S rapport, and sense of community collectively predict classroom engagement. Additionally, it examines the mediating role of sense of community in the relationships between T-S rapport, S-S rapport, and engagement. By filling these gaps, the study contributes to the growing body of knowledge on rapport and engagement in educational contexts, offering insights that can guide educators in fostering more supportive and engaging learning environments. Specifically, the study addresses the following questions: What are the relationships among classroom engagement, T-S rapport, S-S rapport, and sense of community? How do T-S rapport, S-S rapport, and sense of community predict classroom engagement based on SEM analysis? Does sense of community mediate the relationships between T-S rapport and engagement, as well as between S-S rapport and engagement? Research Design Participants were asked to complete self-reported scales designed to measure their levels of engagement, rapport, and sense of community in their EFL classrooms. The instruments were administered in a group setting within their respective schools, ensuring a structured and consistent environment for all participants. Detailed instructions were provided at the beginning of the session to ensure that participants understood how to complete the scales accurately. The questionnaires were distributed and collected in a single sitting to minimize interruptions and ensure reliable data collection. Participants were also asked to provide basic demographic information, including their age, gender, and grade level, on a separate demographic sheet. To maintain anonymity and encourage honest responses, participants were assured that their information would remain confidential and used solely for research purposes. The entire data collection process was supervised by the researchers to address any potential questions and ensure the integrity of the responses. Participants The participants in this study were Iranian high school EFL learners from various cities, including Tehran, Shiraz, Isfahan, and Mashhad. The quantitative phase involved 300 students from different grade levels who were learning English as a foreign language. The distribution of participants across grades and genders is outlined in the table below. Table 1 Demographic Characteristics of the Subjects Demographic Characteristic Number Total Participants 300 Grade Level − 10th Grade 110 Grade Level − 11th Grade 90 Grade Level − 12th Grade 100 Male Participants 160 Female Participants 140 The participants were selected to ensure a balanced representation of genders and grade levels, which was essential for capturing a diverse range of perspectives regarding their engagement, rapport, and sense of community in EFL classrooms. Instrumentation A variety of instruments were employed to gather data for this research. The primary tools were self-reported scales, modified and translated into Persian to ensure clarity and accessibility for participants. These instruments were adapted from established measures, as detailed in Appendix A. The original English versions of the scales underwent a meticulous process of translation and back-translation to maintain their validity and reliability. Furthermore, modifications were made to specific items based on the input of two applied linguistics professors and feedback from a group of EFL learners, ensuring the instruments were contextually appropriate for TEFL settings. The reliability and structure of the scales were also verified using internal consistency measures and confirmatory factor analysis. The Classroom Community Scale The Classroom Community Scale (Rovai, 2002 ) consists of 20 items designed to measure two key dimensions of classroom community: Connectedness and Learning. The Connectedness subscale, with 10 items, assesses students' sense of belonging and trust within their learning environment. Sample items include, "I feel that students in this course care about each other" and "I feel that I can rely on others in this course." The Learning subscale, also with 10 items, evaluates students' perceptions of their educational needs being met, with items such as "I feel encouraged to ask questions" and "I feel I am given ample opportunities to learn." Responses are recorded on a 5-point Likert scale ranging from "Strongly agree" to "Strongly disagree." This scale has demonstrated excellent reliability, with a Cronbach’s alpha of .93. The subscales also show high internal consistency, with alphas of .92 (Connectedness) and .87 (Learning). The Instructor-Student and Student-Student Rapport Scale The instructor-Student and S-S Rapport Scale (Frisby & Martin, 2010 ) consists of 11 items assessing the quality of rapport between students and their instructor, as well as among peers. Sample items include, "I enjoy interacting with my instructor/classmates" and "I have a close relationship with my instructor/classmates." Participants respond using a 5-point Likert scale. Although specific reliability data for this scale was not included in the original reference, it has been widely used in prior research to explore interpersonal dynamics in educational settings. The Engagement Scale The Engagement Scale (Dixson, 2015 ) is a 15-item instrument designed to measure three dimensions of student engagement: Behavioral Engagement (5 items), Affective Engagement (4 items), and Cognitive Engagement (6 items). Sample items include, "I actively participate in this course" (Behavioral), "I enjoy learning the material in this course" (Affective), and "I think deeply about the course material" (Cognitive). Participants rate their agreement on a 5-point Likert scale ranging from "Strongly agree" to "Strongly disagree." The scale has been validated in prior studies and is widely recognized as a reliable measure of student engagement. Data Collection In the quantitative phase of this study, data were collected using self-reported scales to measure students' engagement, rapport, and sense of community. Participants completed the scales in a group setting, with clear instructions provided by the researcher to ensure accurate responses. Demographic information, such as age, gender, and grade level, was collected separately on a demographic sheet. To maintain consistency and reduce potential bias, the same procedural steps were followed for all participants across the selected schools in Tehran, Shiraz, Isfahan, and Mashhad. The anonymity of participants was guaranteed, and they were encouraged to answer honestly without fear of judgment. Data Analysis The quantitative data collected in this study were analyzed using several statistical techniques. Descriptive statistics, including means, minimums, maximums, standard deviations, skewness, and kurtosis, were calculated to provide an overview of the dataset. Internal consistency reliability was assessed using Cronbach's alpha coefficients to ensure the reliability of the scales. CFA was conducted to evaluate the construct validity of the instruments, ensuring that the measures accurately captured the intended constructs (engagement, rapport, and sense of community). Finally, SEM was employed to examine the relationships between the predictor variables (rapport and sense of community) and the outcome variable (engagement). This advanced statistical method allowed for the simultaneous testing of multiple relationships, offering insights into the direct and indirect effects of the variables under study. Results Construct validation of the scales CFA was employed to examine the construct validity of the measurement models. To test the adequacy of the measurement models, the following goodness of fit indicators were utilized: Root Mean Square Error of Approximation (RMSEA), Tucker–Lewis Index (TLI), CFI, and Chi-square divided by degree of freedom (χ 2 /df). To have a sufficiently fit model, RMSEA should be under .08, χ 2 /df should be less than 3, and each of TLI and CFI should have values higher than .90 (see Tseng & Schmitt, 2008). Measurement models for classroom engagement, T-S rapport, S-S rapport, and sense of community were examined. The findings revealed that all models enjoyed passable fit to the data (see Table 2.). For factor loadings see Figure 2. Table 2. Measurement Model of the Latent Variables Descriptive Analyses Descriptive results are reported in Table 3. The skewness and kurtosis indicators show that there are no normality violations. Table 3. Descriptive Statistics for Classroom Engagement, T-S Rapport, S-S Rapport, and Sense of Community (N =300) As indicated in tale 4., the variables are meaningfully interrelated together. Table 4. Correlation Matrix (N = 300) SEM Analysis To accomplish the primary goals identified, Structural Equation Modeling with maximum likelihood estimation was run using AMOS 24. This statistical analysis evaluates the total, direct and indirect impacts of the association among the variables. The hypothesized model was tested and the findings showed that the values of goodness-of-fit for the initial model were as follows: goodness-of-fit (GFI) index = .91, adjusted goodness-of-fit (TLI) index = .98, CFI = .98, RMSEA = .03, and χ 2 /df = 1.01 which indicate a satisfactory fit for the base model. In the structural model, significant paths were noticed directing from TS rapport (β = .34, p < .01), SS rapport (β = .42, p < .001), and sense of community (β = .27, p < .001) to their hypothesized destination of engagement. TS rapport also positively predicted SS rapport (β = .64, p < .001) and sense of community (β = .33, p < .001). Finally, SS rapport could positively predict sense of community (β = .35, p < .001). The graphical model including the path coefficients is provided in Figure 1. Mediation Analyses To examine the mediating impact of sense of community on the TS rapport – engagement and SS rapport – engagement connections, PROCESS macro was used (Hayes, 2013; Hayes & Matthes 2009). This computational instrument yields bootstrap confidence intervals for the indirect impacts of the predicting variables over the dependent variables via the mediator(s). The findings showed that sense of community could significantly mediate both TS rapport – engagement (b = .23, SE = 0.04, 95%, CI = .15, .32) and SS rapport – engagement (b = .19, SE = 0.03, 95%, CI = .13, .27) associations as there was no zero in their confidence intervals. (Table 4.4.). Table 4.4. Estimates of the Mediation Analysis Note. TS = teacher-student rapport; SS = student-student rapport; Eng = engagement; SS = sense of community; b = indirect effect coefficient = represents the indirect influence of the independent factor on the dependent one via the partial mediation of the second factor . BootSE = Standard error of estimate; BootULCI & BootLLCI = upper and lower confidence intervals. Discussion The findings of this study provide significant insights into the relationships between T-S rapport, S-S rapport, sense of community, and classroom engagement. The CFA results indicate that the measurement models for classroom engagement, T-S rapport, S-S rapport, and sense of community demonstrate a satisfactory fit to the data, confirming the construct validity of these scales. The goodness-of-fit indices, including RMSEA, CFI, and TLI, suggest that the models are robust and reliable for measuring the constructs in question. This aligns with previous research that emphasizes the importance of establishing valid measurement tools in educational settings to assess the dynamics of interpersonal relationships and their impact on student outcomes (Broom et al., 2022 ; Pan & Yao, 2023 ). The strong factor loadings observed in the models further reinforce the notion that these constructs are interrelated and collectively contribute to the overall classroom experience. The descriptive analyses reveal that the mean scores for T-S rapport, S-S rapport, sense of community, and engagement are relatively high, indicating a generally positive perception among students regarding their classroom environment. The correlation matrix shows significant interrelationships among the variables, with T-S rapport and S-S rapport exhibiting strong positive correlations with engagement and sense of community. These findings are consistent with the literature, which suggests that positive interpersonal relationships in the classroom are crucial for fostering a sense of belonging and enhancing student engagement (Sun & Shi, 2022 ; Zhou, 2021 ). The results also highlight the importance of both T-S and S-S rapport in creating a supportive learning environment, as they contribute to students' emotional and social well-being, ultimately leading to improved academic outcomes (Richmond et al., 2015 ; Santana, 2020). The SEM analysis further elucidates the direct and indirect relationships among the constructs. The significant paths from T-S rapport and S-S rapport to engagement underscore the critical role of these relationships in promoting active participation in the learning process. The findings indicate that T-S rapport positively predicts S-S rapport and sense of community, suggesting that a strong T-S relationship can facilitate peer interactions and foster a cohesive classroom environment. This is supported by previous research that emphasizes the interconnectedness of T-S and S-S relationships in shaping classroom dynamics (Hsu, 2010; Newell & Adam, 2022 ). Additionally, the mediating role of sense of community in the relationships between T-S rapport, S-S rapport, and engagement highlights the importance of fostering a sense of belonging among students. The significant mediation effects suggest that when students feel a sense of community, they are more likely to engage actively in their learning, reinforcing the notion that social connections are vital for academic success (Alberth, 2022; Schriver & Kulynych, 2021). The implications of these findings for educational practice are profound. Educators must prioritize the development of strong rapport with their students and encourage positive peer interactions to create a supportive and engaging classroom environment. Strategies such as fostering open communication, demonstrating care and empathy, and promoting collaborative learning activities can enhance both T-S and S-S rapport (Lammers & Byrd, 2019; Cai, 2021). Furthermore, creating opportunities for students to connect with one another and build relationships can contribute to a stronger sense of community, ultimately leading to increased engagement and improved academic outcomes. By implementing these strategies, educators can cultivate a classroom atmosphere that not only enhances academic performance but also supports students' emotional and social development. Conclusion This study underlines the critical role of T-S and S-S rapport in shaping classroom dynamics, fostering a sense of community, and enhancing student engagement. The findings reveal that positive interpersonal relationships significantly contribute to students' emotional well-being and academic success, highlighting the necessity for educators to prioritize rapport-building strategies. The significant interrelationships among T-S rapport, S-S rapport, sense of community, and engagement suggest that these constructs are interconnected and collectively influence the overall classroom experience. Moreover, the mediating role of sense of community emphasizes the importance of fostering a supportive learning environment where students feel valued and connected to one another. As educators strive to create inclusive and engaging classrooms, the insights gained from this study can guide their efforts in promoting positive relationships and enhancing student outcomes. By recognizing the importance of rapport in education, teachers can cultivate a classroom atmosphere that not only improves academic performance but also nurtures students' social and emotional development, ultimately leading to a more enriching educational experience. Future research should continue to explore the interplay between these constructs and examine additional factors that may influence classroom engagement, further contributing to the understanding of effective teaching and learning practices. Declarations Acknowledgements The author gratefully acknowledges all the students, parents, and teachers who participated in this research and generously devoted their time and insights to the study. Their willingness to share their experiences made this work possible. Author Contributions The sole author of this manuscript was responsible for all aspects of the research, including conceptualization, methodology, data collection, analysis, and manuscript preparation. Funding No funding was received for this study. Data Availability The datasets generated and analyzed during the current study are available within the main text and supplementary materials of this article. Further information can be made available upon reasonable request to the corresponding author. Ethics Approval and Consent to Participate Approval for this study was obtained from the ethics committee of Hakim Sabzevari University, and the research was conducted in accordance with the University’s Code of Good Scientific Research Practice. All participants were informed of the study’s aims and provided written consent for the anonymous use of their survey responses in research publications. The protocol was reviewed in accordance with the ethical principles of the Belmont Report. For participants under the age of 18, written consent was obtained from a parent or legal guardian, and assent was obtained from the minor participant. Clinical trial number: not applicable. Informed Consent All participants aged 18 and above provided written informed consent to participate in the study. For minors, written consent was obtained from their parent or legal guardian, along with the minor’s assent to participate. Consent for Publication All participants, or their legal guardians in the case of minors, provided written consent for the publication of anonymized data collected in this study. Competing Interests The author declares no competing interests. References Acharya, S. (2017). Rapport building in classroom: Strategies and role in learners’ performance. Tribhuvan University Journal , 31 (1-2), 1-10. https://doi.org/10.3126/tuj.v31i1-2.25354 Arbuckle, J. L. (2016). IBM SPSS Amos 24 User’s Guide . IBM Corporation. Assali, A. (2024). Teachers’ perceptions of the impact of teacher-student rapport on motivation in the ESL classroom. World Journal of English Language , 14 (5), 381. https://doi.org/10.5430/wjel.v14n5p381 Benson, J., & Hutton, J. (2005). The impact of teacher-student rapport on student learning. 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Language Learning , 58 (2), 357–400. https://doi.org/10.1111/j.1467-9922.2008.00444.x Wegmann, E., & McCauley, L. (2014). Building rapport in online learning: Strategies for success. Online Learning Journal , 18 (1). https://doi.org/10.24059/olj.v18i1.351 Wilson, K. A., Ryan, A. M., & Pugh, S. (2012). Building rapport in the classroom and student outcomes. In S. Pugh (Ed.), Teaching of Psychology (pp. 1-10). https://doi.org/10.1037/13745-002 Zhou, M. (2021). Toward the positive consequences of teacher-student rapport for students' academic engagement in the practical instruction classrooms. Frontiers in Psychology , 12 , 759785. https://doi.org/10.3389/fpsyg.2021.759785 Additional Declarations No competing interests reported. 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Defined as a harmonious relationship characterized by mutual respect, understanding, and trust, rapport shapes the educational experience for both students and teachers. Zhou (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) explains that a positive and favorable relationship between teachers and students is called T-S rapport, which includes enjoyment, connection, respect, and mutual trust. This foundational relationship not only enhances students' emotional well-being but also significantly impacts their academic engagement by fostering a classroom environment where they feel valued and motivated to actively participate in their learning journey. Additionally, the interplay between T-S rapport and S-S rapport is vital, as both dimensions contribute to building a cohesive classroom community that promotes collaboration and interpersonal connections. The establishment of strong bonds within the classroom, therefore, creates a ripple effect, enhancing both individual and collective learning experiences.\u003c/p\u003e\u003cp\u003e Research consistently highlights the positive correlation between strong T-S rapport and various indicators of student engagement, such as academic performance, participation in discussions, and overall motivation. Pan and Yao (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) assert that teacher support promotes students' internal motivation and enhances students' concentration in the learning process, thus giving rise to a higher level of academic engagement. Similarly, Richmond et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) emphasize that rapport that is useful for student outcomes entails not only being a likable teacher but also creating an engaging classroom environment for students. Beyond T-S connections, fostering S-S rapport also plays a key role in creating a supportive and collaborative learning environment. As Broom et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) note, previous research suggests professor-student rapport can enhance indicators of engagement, including pro-academic behaviors and class performance. Furthermore, Newell and Adam (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) advocate for informal forums to build rapport between students and educators, emphasizing how such connections foster a sense of belonging and community. Together, these findings underscore the importance of rapport in enhancing not only students' academic success but also their emotional and social development.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003e\u003cb\u003eTheoretical Foundations of Teacher-Student and Student-Student Rapport\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe concept of rapport in educational settings is deeply rooted in the study of interpersonal relationships, particularly in how these relationships shape classroom dynamics. Rapport is widely defined as a harmonious relationship characterized by mutual respect, understanding, and trust, which fosters a conducive learning environment. According to Acharya (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), rapport is a term that is truly relationships-centred in capturing what is experienced in interpersonal relationships. This definition underscores the emotional aspects of rapport, which can reduce anxiety, promote participation, and enhance learning outcomes. Saeed (2024) supports this by noting that positive rapport facilitates communication and encourages students to engage more deeply with learning material, thereby enriching their academic experiences. Additionally, rapport is fundamental in establishing a sense of community within the classroom, which is critical for promoting collaborative learning and peer support (Sun \u0026amp; Shi, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eT-S rapport, in particular, plays a pivotal role in fostering engagement. Studies suggest that strong T-S relationships significantly influence students' motivation, participation, and academic outcomes. For instance, Demır et al. (2018) found that \"the trajectory of rapport across the semester is an important predictor of course outcomes such that students who report declining rapport also report lower grades. This highlights the dynamic nature of rapport and its importance in sustaining engagement over time. Similarly, Lammers et al. (2017) emphasize that positive rapport with an instructor could cause a student to become more engaged in the learning for that course.\" These findings demonstrate the critical impact of T-S rapport on student behavior and performance, emphasizing the need for educators to actively foster positive relationships with their students.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Role of Teacher-Student Rapport in Student Engagement\u003c/b\u003e\u003c/p\u003e\u003cp\u003eT-S rapport has been consistently linked to various dimensions of student engagement, including emotional, behavioral, and cognitive aspects. Positive relationships with teachers create a supportive atmosphere where students feel valued and motivated to participate actively in their learning. As Lü (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) explains, effective rapport-building minimizes stress and fosters social connections, which contribute to a positive and productive educational environment. Additionally, Pan \u0026amp; Yao (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) argue that warm and intimate T-S relationships enhance students' internal motivation and concentration, leading to greater academic engagement. These findings highlight the significant role of T-S rapport in shaping not only students’ engagement but also their overall academic success.\u003c/p\u003e\u003cp\u003eTeacher support further amplifies the impact of rapport on engagement. Shakki (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) underscores that cordial T-S relationships, combined with adequate support, significantly improve students’ involvement in learning activities, particularly in language learning contexts. Sun \u0026amp; Shi (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) add that strong T-S rapport positively influences students' affective learning, fostering an emotional connection to their education. Together, these studies emphasize the necessity of rapport-building strategies in creating a nurturing educational environment where students are encouraged to actively engage with the material and their peers.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudent-Student Rapport and the Sense of Community in Classrooms\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhile T-S rapport is critical, the role of S-S interactions in fostering a sense of community and enhancing engagement is equally significant. Collaborative peer relationships contribute to a supportive classroom environment, promoting both academic and social benefits. Xie \u0026amp; Derakhshan (2021) highlight that \"a positive instructor-student relationship is identified with empathy, caring, involvement, trust, and respect,\" which are also essential for fostering strong peer relationships. This interconnectedness between T-S and S-S rapport underscores the importance of mutual respect and support in creating a positive classroom atmosphere.\u003c/p\u003e\u003cp\u003eResearch emphasizes the importance of a sense of community in fostering engagement. When students perceive their classroom as a cohesive community, they are more likely to exhibit positive academic behaviors and higher motivation levels (Schudde, 2019). Saeed (2024) further notes, \"the presence of rapport increases a variety of classroom aspects, including motivation, feedback, student learning, and communication.\" Thus, the establishment of rapport among peers not only facilitates collaboration but also fosters a sense of belonging, which is essential for students’ emotional well-being and academic success.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEmpirical Evidence and Implications for Educational Practice\u003c/b\u003e\u003c/p\u003e\u003cp\u003eEmpirical studies further underscore the importance of rapport in shaping classroom dynamics and improving student outcomes. Positive T-S relationships have been shown to enhance not only academic engagement but also students’ emotional well-being and resilience. Zhou (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) explains that T-S rapport has a profound influence on students’ academic engagement, suggesting that supportive teacher interactions can lead to improved emotional and academic outcomes. Similarly, Kang \u0026amp; Wu (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that strong emotional rapport mitigates feelings of shame and anxiety among students, encouraging greater participation and communication in class. These findings highlight the multifaceted benefits of fostering T-S rapport in educational settings.\u003c/p\u003e\u003cp\u003eS-S rapport also has a significant impact on classroom dynamics. Newell \u0026amp; Adam (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) emphasize that peer-to-peer teaching and collaboration enhance rapport among students, creating a cohesive and supportive learning environment. Wilson et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) add that positive interpersonal relationships among students lead to better attitudes, increased motivation, and improved academic performance. Together, these studies demonstrate that cultivating strong peer relationships is essential for fostering engagement and creating a thriving classroom community.\u003c/p\u003e\u003cp\u003eThe implications for educational practice are clear: educators must prioritize rapport-building with and among students to create a supportive and engaging learning environment. Assali (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) highlights that teachers consider rapport a key factor in establishing a positive classroom atmosphere, which in turn enhances student motivation and engagement. Meng (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) further emphasizes that constructive T-S rapport is essential for fostering students' state motivation, particularly in language learning contexts. To achieve these outcomes, educators should adopt strategies such as demonstrating care, setting high expectations, and fostering open communication to strengthen rapport and promote a sense of community in their classrooms.\u003c/p\u003e\u003cp\u003eIn conclusion, the literature underscores the pivotal role of T-S and S-S rapport in shaping classroom dynamics, fostering a sense of community, and enhancing student engagement. Strong interpersonal relationships not only contribute to academic outcomes but also play a crucial role in students’ emotional and social development. T-S rapport has been shown to improve motivation, reduce anxiety, and promote active participation, while S-S rapport fosters collaboration and a sense of belonging. Despite the robust evidence on the benefits of rapport in educational contexts, there is a noticeable gap in the literature. Few studies examine the interplay between T-S rapport, S-S rapport, and sense of community simultaneously, particularly in relation to their combined influence on classroom engagement. Furthermore, limited research explores the mediating role of sense of community in these relationships, leaving an incomplete understanding of how these variables interact to shape student experiences.\u003c/p\u003e\u003cp\u003eThis study addresses these gaps by investigating how T-S rapport, S-S rapport, and sense of community collectively predict classroom engagement. Additionally, it examines the mediating role of sense of community in the relationships between T-S rapport, S-S rapport, and engagement. By filling these gaps, the study contributes to the growing body of knowledge on rapport and engagement in educational contexts, offering insights that can guide educators in fostering more supportive and engaging learning environments. Specifically, the study addresses the following questions:\u003c/p\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat are the relationships among classroom engagement, T-S rapport, S-S rapport, and sense of community?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow do T-S rapport, S-S rapport, and sense of community predict classroom engagement based on SEM analysis?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eDoes sense of community mediate the relationships between T-S rapport and engagement, as well as between S-S rapport and engagement?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eResearch Design\u003c/b\u003e\u003c/p\u003e\u003cp\u003e Participants were asked to complete self-reported scales designed to measure their levels of engagement, rapport, and sense of community in their EFL classrooms. The instruments were administered in a group setting within their respective schools, ensuring a structured and consistent environment for all participants. Detailed instructions were provided at the beginning of the session to ensure that participants understood how to complete the scales accurately.\u003c/p\u003e\u003cp\u003eThe questionnaires were distributed and collected in a single sitting to minimize interruptions and ensure reliable data collection. Participants were also asked to provide basic demographic information, including their age, gender, and grade level, on a separate demographic sheet. To maintain anonymity and encourage honest responses, participants were assured that their information would remain confidential and used solely for research purposes. The entire data collection process was supervised by the researchers to address any potential questions and ensure the integrity of the responses.\u003c/p\u003e\u003cp\u003e\u003cb\u003eParticipants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe participants in this study were Iranian high school EFL learners from various cities, including Tehran, Shiraz, Isfahan, and Mashhad. The quantitative phase involved 300 students from different grade levels who were learning English as a foreign language. The distribution of participants across grades and genders is outlined in the table below.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eDemographic Characteristics of the Subjects\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDemographic Characteristic\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal Participants\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e300\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGrade Level − 10th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e110\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGrade Level − 11th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e90\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGrade Level − 12th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale Participants\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e160\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale Participants\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e140\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eThe participants were selected to ensure a balanced representation of genders and grade levels, which was essential for capturing a diverse range of perspectives regarding their engagement, rapport, and sense of community in EFL classrooms.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstrumentation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA variety of instruments were employed to gather data for this research. The primary tools were self-reported scales, modified and translated into Persian to ensure clarity and accessibility for participants. These instruments were adapted from established measures, as detailed in Appendix A. The original English versions of the scales underwent a meticulous process of translation and back-translation to maintain their validity and reliability. Furthermore, modifications were made to specific items based on the input of two applied linguistics professors and feedback from a group of EFL learners, ensuring the instruments were contextually appropriate for TEFL settings. The reliability and structure of the scales were also verified using internal consistency measures and confirmatory factor analysis.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Classroom Community Scale\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe Classroom Community Scale (Rovai, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2002\u003c/span\u003e) consists of 20 items designed to measure two key dimensions of classroom community: Connectedness and Learning. The Connectedness subscale, with 10 items, assesses students' sense of belonging and trust within their learning environment. Sample items include, \"I feel that students in this course care about each other\" and \"I feel that I can rely on others in this course.\" The Learning subscale, also with 10 items, evaluates students' perceptions of their educational needs being met, with items such as \"I feel encouraged to ask questions\" and \"I feel I am given ample opportunities to learn.\" Responses are recorded on a 5-point Likert scale ranging from \"Strongly agree\" to \"Strongly disagree.\" This scale has demonstrated excellent reliability, with a Cronbach’s alpha of .93. The subscales also show high internal consistency, with alphas of .92 (Connectedness) and .87 (Learning).\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Instructor-Student and Student-Student Rapport Scale\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe instructor-Student and S-S Rapport Scale (Frisby \u0026amp; Martin, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) consists of 11 items assessing the quality of rapport between students and their instructor, as well as among peers. Sample items include, \"I enjoy interacting with my instructor/classmates\" and \"I have a close relationship with my instructor/classmates.\" Participants respond using a 5-point Likert scale. Although specific reliability data for this scale was not included in the original reference, it has been widely used in prior research to explore interpersonal dynamics in educational settings.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Engagement Scale\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe Engagement Scale (Dixson, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) is a 15-item instrument designed to measure three dimensions of student engagement: Behavioral Engagement (5 items), Affective Engagement (4 items), and Cognitive Engagement (6 items). Sample items include, \"I actively participate in this course\" (Behavioral), \"I enjoy learning the material in this course\" (Affective), and \"I think deeply about the course material\" (Cognitive). Participants rate their agreement on a 5-point Likert scale ranging from \"Strongly agree\" to \"Strongly disagree.\" The scale has been validated in prior studies and is widely recognized as a reliable measure of student engagement.\u003c/p\u003e\u003cp\u003e\u003cb\u003eData Collection\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn the quantitative phase of this study, data were collected using self-reported scales to measure students' engagement, rapport, and sense of community. Participants completed the scales in a group setting, with clear instructions provided by the researcher to ensure accurate responses. Demographic information, such as age, gender, and grade level, was collected separately on a demographic sheet. To maintain consistency and reduce potential bias, the same procedural steps were followed for all participants across the selected schools in Tehran, Shiraz, Isfahan, and Mashhad. The anonymity of participants was guaranteed, and they were encouraged to answer honestly without fear of judgment.\u003c/p\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe quantitative data collected in this study were analyzed using several statistical techniques. Descriptive statistics, including means, minimums, maximums, standard deviations, skewness, and kurtosis, were calculated to provide an overview of the dataset. Internal consistency reliability was assessed using Cronbach's alpha coefficients to ensure the reliability of the scales. CFA was conducted to evaluate the construct validity of the instruments, ensuring that the measures accurately captured the intended constructs (engagement, rapport, and sense of community). Finally, SEM was employed to examine the relationships between the predictor variables (rapport and sense of community) and the outcome variable (engagement). This advanced statistical method allowed for the simultaneous testing of multiple relationships, offering insights into the direct and indirect effects of the variables under study.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eConstruct validation of the scales\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCFA was employed to examine the construct validity of the measurement models. To test the adequacy of the measurement models, the following goodness of fit indicators were utilized: Root Mean Square Error of Approximation (RMSEA), Tucker\u0026ndash;Lewis Index (TLI), CFI, and Chi-square divided by degree of freedom (\u0026chi;\u003csup\u003e2\u003c/sup\u003e/df). To have a sufficiently fit model, RMSEA should be under .08, \u0026chi;\u003csup\u003e2\u003c/sup\u003e/df should be less than 3, and each of TLI and CFI should have values higher than .90 (see Tseng \u0026amp; Schmitt, 2008).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMeasurement models for classroom engagement, T-S rapport, S-S rapport, and sense of community were examined. The findings revealed that all models enjoyed passable fit to the data (see Table 2.). For factor loadings see Figure 2.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2.\u0026nbsp;\u003c/strong\u003e\u003cem\u003eMeasurement Model of the Latent Variables\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u0026nbsp;\u003cimg 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\" width=\"746\" height=\"229\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDescriptive Analyses\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDescriptive results are reported in Table 3. \u0026nbsp;The skewness and kurtosis indicators show that there are no normality violations.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.\u003c/strong\u003e \u003cem\u003eDescriptive Statistics for Classroom Engagement, T-S Rapport, S-S Rapport, and Sense of Community (N =300)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\" style=\"width: 729px; height: 220.85px;\" width=\"729\" height=\"220.85\"\u003e\u003c/p\u003e\n\u003cp\u003eAs indicated in tale 4., the variables are meaningfully interrelated together.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.\u003c/strong\u003e \u003cem\u003eCorrelation Matrix (N = 300)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cimg 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\" width=\"746\" height=\"262\"\u003e\u003c/em\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSEM Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo accomplish the primary goals identified, Structural Equation Modeling with maximum likelihood estimation was run using AMOS 24. This statistical analysis evaluates the total, direct and indirect impacts of the association among the variables.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe hypothesized model was tested and the findings showed that the values of goodness-of-fit for the initial model were as follows: goodness-of-fit (GFI) index = .91, adjusted goodness-of-fit (TLI) index = .98, CFI = .98, RMSEA = .03, and \u0026chi;\u003csup\u003e2\u003c/sup\u003e/df = 1.01 which indicate a satisfactory fit for the base model.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn the structural model, significant paths were noticed directing from TS rapport (\u0026beta; = .34, p \u0026lt; .01), SS rapport (\u0026beta; = .42, p \u0026lt; .001), and sense of community (\u0026beta; = .27, p \u0026lt; .001) to their hypothesized destination of engagement. TS rapport also positively predicted SS rapport (\u0026beta; = .64, p \u0026lt; .001) and sense of community (\u0026beta; = .33, p \u0026lt; .001). Finally, SS rapport could positively predict sense of community (\u0026beta; = .35, p \u0026lt; .001). The graphical model including the path coefficients is provided in Figure 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMediation Analyses\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo examine the mediating impact of sense of community on the TS rapport \u0026ndash; engagement and SS rapport \u0026ndash; engagement connections, PROCESS macro was used (Hayes, 2013; Hayes \u0026amp; Matthes 2009). This computational instrument yields bootstrap confidence intervals for the indirect impacts of the predicting variables over the dependent variables via the mediator(s).\u003c/p\u003e\n\u003cp\u003eThe findings showed that sense of community could significantly mediate both TS rapport \u0026ndash; engagement (b = .23, SE = 0.04, 95%, CI = .15, .32) and SS rapport \u0026ndash; engagement (b = .19, SE = 0.03, 95%, CI = .13, .27) associations as there was no zero in their confidence intervals. (Table 4.4.).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.4.\u003c/strong\u003e \u003cem\u003eEstimates of the Mediation Analysis\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\" width=\"746\" height=\"142\"\u003e\u003c/p\u003e\n\u003cp\u003eNote. TS = teacher-student rapport; SS = student-student rapport; Eng = engagement; SS = sense of community; b = indirect effect coefficient = represents the indirect influence of the independent factor on the dependent one via the partial mediation of the second factor\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003eBootSE = Standard error of estimate; BootULCI\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u0026amp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eBootLLCI\u003cstrong\u003e\u0026nbsp;=\u0026nbsp;\u003c/strong\u003eupper and lower confidence intervals.\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings of this study provide significant insights into the relationships between T-S rapport, S-S rapport, sense of community, and classroom engagement. The CFA results indicate that the measurement models for classroom engagement, T-S rapport, S-S rapport, and sense of community demonstrate a satisfactory fit to the data, confirming the construct validity of these scales. The goodness-of-fit indices, including RMSEA, CFI, and TLI, suggest that the models are robust and reliable for measuring the constructs in question. This aligns with previous research that emphasizes the importance of establishing valid measurement tools in educational settings to assess the dynamics of interpersonal relationships and their impact on student outcomes (Broom et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pan \u0026amp; Yao, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The strong factor loadings observed in the models further reinforce the notion that these constructs are interrelated and collectively contribute to the overall classroom experience.\u003c/p\u003e\u003cp\u003eThe descriptive analyses reveal that the mean scores for T-S rapport, S-S rapport, sense of community, and engagement are relatively high, indicating a generally positive perception among students regarding their classroom environment. The correlation matrix shows significant interrelationships among the variables, with T-S rapport and S-S rapport exhibiting strong positive correlations with engagement and sense of community. These findings are consistent with the literature, which suggests that positive interpersonal relationships in the classroom are crucial for fostering a sense of belonging and enhancing student engagement (Sun \u0026amp; Shi, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Zhou, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The results also highlight the importance of both T-S and S-S rapport in creating a supportive learning environment, as they contribute to students' emotional and social well-being, ultimately leading to improved academic outcomes (Richmond et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Santana, 2020).\u003c/p\u003e\u003cp\u003eThe SEM analysis further elucidates the direct and indirect relationships among the constructs. The significant paths from T-S rapport and S-S rapport to engagement underscore the critical role of these relationships in promoting active participation in the learning process. The findings indicate that T-S rapport positively predicts S-S rapport and sense of community, suggesting that a strong T-S relationship can facilitate peer interactions and foster a cohesive classroom environment. This is supported by previous research that emphasizes the interconnectedness of T-S and S-S relationships in shaping classroom dynamics (Hsu, 2010; Newell \u0026amp; Adam, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Additionally, the mediating role of sense of community in the relationships between T-S rapport, S-S rapport, and engagement highlights the importance of fostering a sense of belonging among students. The significant mediation effects suggest that when students feel a sense of community, they are more likely to engage actively in their learning, reinforcing the notion that social connections are vital for academic success (Alberth, 2022; Schriver \u0026amp; Kulynych, 2021).\u003c/p\u003e\u003cp\u003eThe implications of these findings for educational practice are profound. Educators must prioritize the development of strong rapport with their students and encourage positive peer interactions to create a supportive and engaging classroom environment. Strategies such as fostering open communication, demonstrating care and empathy, and promoting collaborative learning activities can enhance both T-S and S-S rapport (Lammers \u0026amp; Byrd, 2019; Cai, 2021). Furthermore, creating opportunities for students to connect with one another and build relationships can contribute to a stronger sense of community, ultimately leading to increased engagement and improved academic outcomes. By implementing these strategies, educators can cultivate a classroom atmosphere that not only enhances academic performance but also supports students' emotional and social development.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study underlines the critical role of T-S and S-S rapport in shaping classroom dynamics, fostering a sense of community, and enhancing student engagement. The findings reveal that positive interpersonal relationships significantly contribute to students' emotional well-being and academic success, highlighting the necessity for educators to prioritize rapport-building strategies. The significant interrelationships among T-S rapport, S-S rapport, sense of community, and engagement suggest that these constructs are interconnected and collectively influence the overall classroom experience. Moreover, the mediating role of sense of community emphasizes the importance of fostering a supportive learning environment where students feel valued and connected to one another. As educators strive to create inclusive and engaging classrooms, the insights gained from this study can guide their efforts in promoting positive relationships and enhancing student outcomes. By recognizing the importance of rapport in education, teachers can cultivate a classroom atmosphere that not only improves academic performance but also nurtures students' social and emotional development, ultimately leading to a more enriching educational experience. Future research should continue to explore the interplay between these constructs and examine additional factors that may influence classroom engagement, further contributing to the understanding of effective teaching and learning practices.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author gratefully acknowledges all the students, parents, and teachers who participated in this research and generously devoted their time and insights to the study. Their willingness to share their experiences made this work possible.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe sole author of this manuscript was responsible for all aspects of the research, including conceptualization, methodology, data collection, analysis, and manuscript preparation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analyzed during the current study are available within the main text and supplementary materials of this article. Further information can be made available upon reasonable request to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eApproval for this study was obtained from the ethics committee of Hakim Sabzevari University, and the research was conducted in accordance with the University\u0026rsquo;s Code of Good Scientific Research Practice. All participants were informed of the study\u0026rsquo;s aims and provided written consent for the anonymous use of their survey responses in research publications. The protocol was reviewed in accordance with the ethical principles of the Belmont Report. For participants under the age of 18, written consent was obtained from a parent or legal guardian, and assent was obtained from the minor participant.\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants aged 18 and above provided written informed consent to participate in the study. For minors, written consent was obtained from their parent or legal guardian, along with the minor\u0026rsquo;s assent to participate.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants, or their legal guardians in the case of minors, provided written consent for the publication of anonymized data collected in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAcharya, S. (2017). Rapport building in classroom: Strategies and role in learners\u0026rsquo; performance. \u003cem\u003eTribhuvan University Journal\u003c/em\u003e, \u003cem\u003e31\u003c/em\u003e(1-2), 1-10. https://doi.org/10.3126/tuj.v31i1-2.25354\u003c/li\u003e\n\u003cli\u003eArbuckle, J. L. 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Toward a model of motivated vocabulary learning: A structural equation modeling approach. \u003cem\u003eLanguage Learning\u003c/em\u003e, \u003cem\u003e58\u003c/em\u003e(2), 357\u0026ndash;400.\u003cbr\u003e https://doi.org/10.1111/j.1467-9922.2008.00444.x\u003c/li\u003e\n\u003cli\u003eWegmann, E., \u0026amp; McCauley, L. (2014). Building rapport in online learning: Strategies for success. \u003cem\u003eOnline Learning Journal\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(1). https://doi.org/10.24059/olj.v18i1.351\u003c/li\u003e\n\u003cli\u003eWilson, K. A., Ryan, A. M., \u0026amp; Pugh, S. (2012). Building rapport in the classroom and student outcomes. In S. Pugh (Ed.), \u003cem\u003eTeaching of Psychology\u003c/em\u003e (pp. 1-10). https://doi.org/10.1037/13745-002\u003c/li\u003e\n\u003cli\u003eZhou, M. (2021). Toward the positive consequences of teacher-student rapport for students\u0026apos; academic engagement in the practical instruction classrooms. \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e, 759785. https://doi.org/10.3389/fpsyg.2021.759785\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Sense of community, Structural Equation Modeling, Student engagement, Student-student rapport, Teacher-student rapport","lastPublishedDoi":"10.21203/rs.3.rs-7168146/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7168146/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eRapport within educational settings plays a pivotal role in fostering student engagement and building a sense of community, particularly in EFL classrooms. This study examines the relationships between teacher-student (T-S) rapport, student-student (S-S) rapport, sense of community, and student engagement among 300 Iranian high school EFL learners across various grade levels. Employing self-reported scales, including the Classroom Community Scale, the T-S and S-S Rapport Scale, and the Engagement Scale, the study employed Structural Equation Modeling (SEM) and mediation analyses to explore direct and indirect effects. Results indicate that both T-S and S-S rapport significantly predict student engagement (β\u0026thinsp;=\u0026thinsp;.34, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; β\u0026thinsp;=\u0026thinsp;.42, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, respectively). Additionally, sense of community mediates the relationships between rapport and engagement, highlighting its critical role in educational outcomes. Confirmatory Factor Analysis (CFA) established the validity and reliability of the scales, with strong goodness-of-fit indices (CFI\u0026thinsp;=\u0026thinsp;.98, TLI\u0026thinsp;=\u0026thinsp;.98, RMSEA\u0026thinsp;=\u0026thinsp;.03). The findings underscore the importance of rapport and a cohesive classroom environment in enhancing students' academic, emotional, and social experiences. By integrating these interpersonal components, educators can create supportive, engaging learning environments that promote both individual and collective success. This study contributes to the growing body of literature emphasizing the interplay between rapport, sense of community, and engagement in language learning contexts.\u003c/p\u003e","manuscriptTitle":"Sense of Community as a Bridge between Rapport and Engagement in EFL Classrooms: A Structural Equation Modeling Approach","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-13 17:44:03","doi":"10.21203/rs.3.rs-7168146/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-08-26T16:16:53+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-26T05:41:03+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-18T19:31:53+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-18T10:50:24+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-16T16:55:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"210340902659988333613594465773281558588","date":"2025-08-10T15:04:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"232677210653652180539803723333019685467","date":"2025-08-10T14:58:16+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"122691232122030031087482967667447372653","date":"2025-08-08T20:34:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"196921114426295712016634244519104482578","date":"2025-08-08T16:07:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"208877275607599106726626160654455379109","date":"2025-08-08T15:49:39+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-08T14:55:51+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-04T09:15:53+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-23T03:33:40+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-23T03:33:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-07-20T07:24:30+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3e093a79-78f1-47a0-a673-a49fae929360","owner":[],"postedDate":"August 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-04-24T13:24:16+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-13 17:44:03","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7168146","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7168146","identity":"rs-7168146","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}