Does professor-student trust improve motivation and perceived performance?

  1. Katharina Hamann
  2. Diego Maldonado 1
  3. María Pilar Sánchez Martín 2
  4. David Pascual Ezama 3
  1. 1 Universidad IE

    Universidad IE

    Segovia, España


  2. 2 Universidad Francisco de Vitoria

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España


  3. 3 Universidad Complutense de Madrid

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Educade: revista de educación en contabilidad, finanzas y administración de empresas

ISSN: 2173-478X

Year of publication: 2017

Issue: 8

Pages: 21-34

Type: Article

DOI: 10.12795/EDUCADE.2017.I08.03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Educade: revista de educación en contabilidad, finanzas y administración de empresas

Sustainable development goals


Our study takes into account the way in which both academic and personal trust has an effect on the motivation of students and their perceived performance. To do this we sent an online survey in which we asked higher education students to evaluate their professors as a whole using a Likert scale. The independent variables were academic trust and personal trust, whilst the dependent variables were motivation and perceived performance. The results showed a positive correlation between academic trust and motivation, as well as with perceived performance. The same result was achieved when studying personal trust in regards to motivation and perceived performance. This implies that there is an important positive relationship between trust and the general performance of students in class. The ramifications of our study on future research push for the idea that trust must be seen from differing perspectives, and that it is an implicit part of teaching skills.

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