The relationship between student personality characteristics, teacher ratings, and student achievement.

In Study 1, 388 undergraduates (a) rated themselves on the Adjective Check List (ACL), (b) viewed a videotape that varied in instructor expressiveness and lecture content, (c) evaluated the videotaped instructor and a test on the lecture, and (d) completed the ACL for the instructor. In Study 2, 87 Ss were also exposed to 2 videotaped lectures given 1 wk apart. In Study 3, 108 Ss completed the ACL for themselves and their instructors, evaluated their instructor's teaching, and completed a test on common course material. No meaningful or consistent relationship between ratings and student personality characteristics appeared to exist. Personality characteristics of instructors were related to teacher effectiveness ratings. Ratings predicted teacher-produced achievement equally well for classes that differed in the personality characteristics of the students enrolled. Teacher effects on ratings appeared significantly greater than teacher effects on achievement. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of lecturer quality and student perception of lecturer's experience on teacher ratings and student achievement.

Previous research in college settings on the correlation between teacher ratings and student achievement has produced inconsistent results. Discrepancies may be due to study-to-study differences in teacher and/or student characteristics. 237 university students were tested to investigate a student-based explanation of the discrepancies. Lecturer quality and student perception of lecturer's experience (a student characteristic) were manipulated in a 2?×?2 design in which achievement and ratings were measured. Major findings indicate that (a) the ratings/achievement relationship varied with students' belief about lecturer experience, supporting a student-based explanation of the discrepancies that supplements a previous teacher-based explanation; and (b) lecturer quality affected ratings much more than achievement, threatening the field use of ratings when predictions are made without regression equations about a teacher's impact on student achievement. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of comparative performance information on the accuracy of self-ratings and agreement between self- and supervisor ratings.

The manner in which social comparison performance information affects the accuracy of self-ratings and the agreement between self- and supervisor ratings was investigated in a laboratory experiment using 163 undergraduates. Ss proofread a series of articles for 30 min and then made self-ratings of work performance. Half of the subjects received social comparison information prior to making self-ratings. Correlations between self- and supervisor evaluations and between self-evaluations and objective performance indicators were significantly larger when self-raters were presented with the same comparative performance information that was available to supervisors. Implications of the findings for future research on self- and supervisor evaluations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Convergence of stranger ratings of personality and intelligence with self-ratings, partner ratings, and measured intelligence.

Several studies have shown above-chance agreement of self-reports on extraversion and conscientiousness with ratings by strangers, indicating that ratings by strangers might be quite accurate. Because self-reports are a less-than-ideal criterion to evaluate the accuracy of stranger ratings, however, the present study compared them also with ratings by acquaintances and with targets' performance on an intelligence test. Ratings of extraversion, conscientiousness, and intelligence by strangers having been exposed to a videotape of targets were significantly related to self-reports of these traits as well as to ratings by acquaintances. Moreover, ratings of intelligence by strangers were related to targets' measured intelligence, provided that judges had been exposed to a sound film of the targets. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors influencing elementary school teachers'' ratings of ADHD and ODD behaviors

Oligo-elements such as zinc (Zn), selenium (Se) and copper (Cu) have a significant influence on the function of the immune system. Various immunological and inflammatory changes are known to occur in patients undergoing cardiopulmonary bypass. The aim of this study was to evaluate changes in serum oligo-elements levels during and following cardiopulmonary bypass. The serum levels of Zn, Se and Cu were determined in 67 consecutive patients, with coronary artery disease admitted for coronary artery bypass grafting. Blood samples for oligo-elements, analysis were withdrawn into metal-free tubes just prior to the start of cardiopulmonary bypass; at 30, 60 and 90 min into cardiopulmonary bypass; following weaning from cardiopulmonary bypass; 30 min after termination of cardiopulmonary bypass; at 24 h; and on the 5th postoperative day. Trace elements analyses were performed using atomic absorption spectrophotometry. Interleukin 6 and 8, as well as serum albumin, creatine phosphokinase, lactate dehydrogenase and creatine phosphokinase-MB fractions were also analyzed. The mean age was 63 +/- 9 years and 91% (61) were men. The mean preoperative left ventricular function was 52 +/- 12%, Canadian Cardiovascular Society (CCS) angina class was 3.7 +/- 0.5 and 30% (20) of the operations were re-do's. All patients had normothermic cardiopulmonary bypass. Mean cardiopulmonary bypass-time was 85 +/- 31 min. One patient was lost for the recovery sampling (hospital mortality, 1.5%). Nine patients had a postoperative cardiac index < 2.0 liter/min per m2, which required pharmacological support and additional intra-aortic balloon pump in two of them. Other postoperative complications were few. There was a rapid depletion of S-selenium and S-Zn levels, which were halved at 30 min after cardiopulmonary bypass and remained low throughout the study period. The Cu/Zn ratio increased significantly at the start of cardiopulmonary bypass, which indicated an inflammatory reaction and was not normalized until the 5th postoperative day. Length of ischemia time, presence of diabetes. hypertension and hyperlipidemia did not influence the results, while a prolonged cardiopulmonary bypass-time > 120 min resulted in a higher Cu/Zn ratio than observed for shorter cardiopulmonary bypass-times. This indicates a more profound inflammatory response. Inflammatory parameters responded in the same manner as described earlier by others. These data indicate that severe loss of various oligo elements occur in patients undergoing coronary artery bypass grafting and suggests that a supplementary administration of zinc and perhaps also selenium could be appropriate during cardiopulmonary bypass.     

Relations between student achievement and various indexes of teacher expectations.

13 3rd–6th grade teachers provided reading-expectation measures of their students. These measures were compared to the students' January and May scores on the Reading Comprehension subtest of the Iowa Test of Basic Skills and the Mastery Reading subtest of the Missouri Statewide Testing Program. A teacher's perception of the student's ability and the discrepancy between teacher-perceived ability and student-tested ability were both positively related to relative achievement change. The amount of improvement the teacher expected was unrelated to other expectation measures or to achievement measures. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Navigating student ratings of instruction.

Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of 3 subskills: delivering instruction, facilitating interactions, and evaluating student learning. The authors subsequently report the results of a meta-analysis of the multisection validity studies that indicate that student ratings are moderately valid; however, administrative, instructor, and course characteristics influence student ratings of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The teacher and student as Pygmalions: Joint effects of teacher and student expectations.

Examined the effects of teachers' expectations about students and students' expectations about teachers on the performance and attitudes of both participants. 60 female undergraduates were designated as teachers and were led to expect a high- or low-ability student, and a further 60 Ss acting as students were independently led to expect a teacher of low or high competence. Teachers and students were then randomly paired in a teaching session. Results show that student performance was a function of the teacher's expectations. In addition, teachers' attitudes and rated competence were affected by their expectation regarding the student, and students' attitudes were affected by their expectation about the teacher. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality development in emerging adulthood: Integrating evidence from self-ratings and spouse ratings.

The authors examined self-ratings and spouse ratings in a young adult newlywed sample across a 2-year interval. Rank-order stability correlations were consistently high and did not differ across the 2 types of ratings. As expected, self-ratings showed significant increases in conscientiousness and agreeableness- and declines in neuroticism/negative affectivity- over time. Spouse ratings yielded a very different pattern, however, showing significant decreases in conscientiousness, agreeableness, extraversion, and openness across the study interval. Spouse ratings also showed evidence of a "honeymoon effect," such that they tended to be more positive than self-ratings at Time 1. This effect had dissipated by the 2nd assessment; in fact, the spouse ratings tended to be more negative at Time 2. Analyses of individual-level change revealed little convergence between self- and spouse-rated change, using both raw change scores and reliable change index scores. Finally, correlational and regression analyses indicated that changes in spouse ratings were significantly associated with changes in marital satisfaction; in contrast, changes in self-ratings essentially were unrelated to marital satisfaction. These results highlight the value of collecting multimethod data in studies of adult personality development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using statistical adjustment to reduce biases in student ratings.

Replies to articles in the November 1997 issues of American Psychologist concerning student evaluations of teaching (SETs) (see records 1997-43129-002, 1997-43129-003, 1997-43129-004, and 1997-43129-005) and comments by J. S. Armstrong (see record 1998-11971-007) regarding these articles. The current authors note that the arguments concerning student ratings made present a range of conclusions from endorsing student ratings as largely valid and broadly useful to assailing ratings as invalid and harmful to instruction. Gillmore and Greenwald state that their position is intermediate between these poles. Although they recognize some validity of student ratings and acknowledge their useful role in giving students voice in the evaluation of instruction, they stress the possibility of improving their validity by statistically removing identifiable biases. They describe steps taken by the University of Washington toward achieving just improvement in the system of student ratings. Gillmore and Greenwald did not rule out contributions of other variables to the correlations between grades and ratings and conclude that leniency differences among instructors result in rating differences that should not be interpreted as indicating that more lenient graders are better teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social contagion of motivation between teacher and student: Analyzing underlying processes.

We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching–learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equation model confirmed that learners at the end of this educational chain made inferences about how intrinsically motivated their peer tutors were, on the basis of their teaching style (i.e., autonomy-supportive behaviors) and the positive affects they displayed. These inferences, in turn, affected the students' own intrinsic motivation for the activity. Results are interpreted in relation to self-determination theory, and practical implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influences of student background and teacher authoritarianism on teacher expectations.

Asked 25 White elementary school teachers to predict the academic grades and occupational attainment of 6 students: a middle-class White boy; a middle-class White girl; a lower-class White boy; a lower-class White girl; a middle-class Asian boy; and a middle-class Asian girl. In addition, teachers were classified as high or low in authoritarianism based on their tolerance of ambiguity and cognitive complexity. It was found that higher grade and occupational expectations were held for middle-class than for lower-class students. Grade expectations were higher for girls than boys and tended to be higher for Asians than Whites. White females were expected to attain higher occupational status than Asian females, but Asian males were expected to surpass White males on this measure. Finally, teachers who were high authoritarians were more likely than low-authoritarian teachers to utilize stereotypes that favored ingroups and tended to be less likely to use stereotypes that favored outgroups. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity concerns and usefulness of student ratings of instruction.

The validity of student rating measures of instructional quality was severely questioned in the 1970s. By the early 1980s, however, most expert opinion viewed student rating measures as valid and as worthy of widespread use. In retrospect, older discriminant-validity concerns were not so much resolved as they were displaced from research attention by accumulating evidence for convergent validity. This article introduces a Current Issues section that gives new attention to validity concerns associated with student ratings. The section's 4 articles deal, respectively, with (a) conceptual structure (are student ratings unidimensional or multidimensional?), (b) convergent validity (how well do ratings correlate with other indicators of effective teaching?), (c) discriminant validity (are ratings influenced by factors other than teaching effectiveness?), and (d) consequential validity (are ratings used effectively in personnel development and evaluation?). Although all 4 articles favor the use of ratings, they disagree on controversial points associated with interpretation and use of ratings data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of teacher judgments of student responses to standardized test items.

Six students were randomly selected from each of 4 3rd-grade and 4 5th-grade classes. For each of their 6 students, teachers were asked to predict whether the student had responded correctly or incorrectly to selected items on the SRA (Science Research Associates) Achievement Series. Aggregate measures of teachers' judgments of their students' responses correlated positively and substantially with aggregate measures of students' actual responses. Teachers accurately judged their students' responses to individual items for approximately three-quarters of the total number of test items. However, the accuracy of teachers' judgments varied significantly with subtest, and there were significant individual differences among teachers in the accuracy of their judgments. Teachers were least accurate in judging low-performing students and most accurate in judging high-performing students. These results are consistent with previous research and are discussed within the context of interactive decision making of teachers. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feedback expectancy and shifts in student ratings of college faculty.

Studied the effects of college student evaluations on faculty performance. 10 professors in a feedback condition received the results of student evaluations (15 classes), collected midway through the semester, whereas 9 professors in the control condition had all feedback withheld (12 classes). Results indicate significantly greater increments in performance between midterm evaluations and evaluations collected at the end of the term in the feedback condition. Implications of these results for utilization of student evaluations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of student and instructor educational orientations with course ratings.

In a study with 359 undergraduates and 9 university faculty members, student and instructor educational orientations were examined in relation to course ratings in 9 classes. With 4 rating dimension scales (i.e., Teacher–Student Relationships, Course Objectives and Organization, Quality of Lectures, and Quality of Reading Assignments—Student Instructional Report), multiple regression analyses yielded an overall R–2 of 10 to 28%; instructor orientations were relatively more useful than student orientations in the regression equations. Spearman rhos between a measure of class–instructor orientation disparity and ratings were not significant. However, the negative sign of these coefficients is consistent with the congruence hypothesis of a person–environment interaction model. Discussion centers on the need for further study of student and instructor orientations and their "fit" in relation to outcomes for students. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early teacher perceptions and later student academic achievement.

The researchers explore relationships between preschool teachers' appraisals of intelligence, concurrent child characteristics, and future high school performance in a core sample of 110 4-year-olds. Children with higher socioeconomic status (SES) and those perceived as assertive and independent were judged by teachers more positively than IQ score predicted; conversely, low SES and perceived immaturity were associated with more negative teacher judgments than IQ score predicted. After controlling for SES, preschool teachers' over- and underestimates of intelligence relative to IQ score significantly predicted grade point average (GPA) and Scholastic Aptitude Test (SAT) test-taking 14 years later. The relationship between teacher ratings and GPA was strongest for children whose ability was underestimated. Teacher predictions were weakest in homes rated by observers as more orderly or with mothers who were more career or community active. Prescient versus influential interpretations of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The student as Pygmalion: Effect of student expectation on the teacher.

Two experiments examined the possibility that student expectations regarding a teacher's competence can be communicated to the teacher and bring about the expected behavior. In Exp I, 39 female undergraduates acting as students were administered a lesson by a teacher (confederate) who the students expected to be either effective or ineffective. Results show significant differences in student attitudes, performance, and nonverbal behavior according to expectation. In Exp II, confederates acting as students emitted either positive or negative nonverbal behavior toward 40 female undergraduates acting as their teachers. There were significant effects on teachers' attitudes and behavior. Moreover, ratings of the teacher by judges showed teachers were rated as being more adequate under conditions of positive student nonverbal behavior than negative nonverbal behavior. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity and generalizability of student ratings from between-classes and within-class data.

Examined the generalizability and validity of student (N?=?485) ratings by studying within-class and between-classes correlations of ratings with other variables for regular faculty teaching lecture courses as well as for graduate assistants teaching recitation sections. Results indicate that most ratings were highly generalizable but only some were related to learning and that certain aspects of both generalizability and validity varied with instructor's role and with level of data. The implications of these findings for the evaluation of teaching are discussed with reference to 2 alternative paradigms: construct validity and criterion development. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)