To Study the Relationship Between Teacher-Student Rapport, Emotional Intelligence, and Learning Outcomes Among Graduate Level Students

Abstract

This mixed-methods study investigates teacher-student rapport, emotional intelligence, and learning outcomes among 250 graduate students in district Bulandshahr. Survey data (n=230) tested four hypotheses through structural equation modeling and mediation analysis. Teacher-student rapport strongly predicted outcomes (β=.61, p<.001), fully mediated by emotional intelligence (indirect=.34). High rapport students achieved 2.7x better performance despite equivalent cognitive ability. Qualitative themes revealed trust as primary mechanism linking rapport-EI-outcomes pathway.