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RapportCommunication literacy, which includes reading literacy, is athe positivefundamental interpersonaloutcome constructof thatteaching canthe beCroatian applied to educational environments (Spencer-Oatey, 2015) and viewed as “a close and interactive relationship built on trust, shared control, and engagementlanguage in activitiesprimary aimedschool, atbut enhancing skills, abilities, or knowledge…” (Wright et al., 2016, p. 1). Does a relationship that could be interpreted as rapport exist between students and teachers in art academies? If so, does it play a role in supporting students' intrinsic motivation through perceived autonomy support and perceived competence from self-determination theory?
A quantitative research was conducted usingalso an onlineimportant survey questionnaire. A total of 316 responses were collected from students of public art academiescomponent in the Republiclearning of Croatia.all Thesubjects. questionnaireStudents comprisedmust ofbe threeable adaptedto instruments. For investigating rapport,read the Professor-Studenttextbook Rapporttext, Scaleunderstand (Wilsonit, &adopt Ryan, 2013) was utilized, consisting of two dimensions: student engagementit and perceptionsuccessfully of teacher. The Learning Climate Questionnaire (Black & Deci, 2000) was employed to assess perceived autonomy support, whileapply the Perceivedacquired Competenceknowledge Scale (Williams & Deci, 1996) was used to measure perceived competence. Demographic data of the students were also collected.
The research confirmed that the nature of the relationship between teachers and students in art academies can be characterized as rapport. The results indicate that such a relationship is also one in which students find good autonomy support and experience a sense of competence, which is associated with student persistence, motivation for learning, and positive academic outcomes. However, no association was found betweenat the level of studyoutcomes set in a certain period of schooling, within a certain subject area. The paper examines the attitudes of elementary school students about the textbooks they learn from and higherquestions rapport.the understanding of textbook texts starting from examining the extent to which students understand the meaning of words in textbook texts, and whether there is a connection between understanding the meaning of words and understanding the complete text. The paper investigates whether text difficulty affects the students’ attitude towards the subject and the students’ success in the subject. Furthermore, it examines the connection between students' attitudes towards the Croatian standard language and the understanding of textbook texts. In the theoretical part, the work starts from vertical multilingualism in the mother tongue (Pavličević-Franić, 2011) and connects the acquisition and learning of the Croatian language (Aladrović Slovaček, 2019) through the contents of different teaching subjects and the communication skills of elementary school students.
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