Student/instructor attitude similarity, student ratings, and course performance.

Investigated the validity of student ratings of instructional effectiveness by exploring the relations among student ratings, course performance, and the perceived attitude similarity of students and their instructors. 349 college students enrolled in 22 classes first rated instructor effectiveness on a 28-item rating form and then rated their own attitudes plus instructor attitudes on an attitude scale adapted from D. Byrne (1971). Another 296 college students enrolled in 19 classes rated instructor effectiveness and then their own attitudes plus instructor attitudes on an attitude scale adapted from F. E. Hofman and L. Kremer (see record 1980-33352-001). For both S groups, official end-of-term grades were also collected. Consistent with prior research, modest correlations were found between student ratings and perceived attitude similarity. There was also a modest relation between similarity and course grades. These relations were greatly reduced (56.2 and 44.5%, respectively) when the large influence of instructors on ratings and achievement was removed. Findings fail to support the claim that perceived attitude similarity is a substantial source of bias in student ratings. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contract teaching of academic skills.

Studied 92 college students enrolled in a study-skills course. An individualized contract requiring students to identify nonproductive study behaviors and agree with their instructors on appropriate strategies for desired change was examined for effects on attitudes to study and subsequent academic achievement. Two instructors each taught a contract and a noncontract group. A group of 18 Ss taught by a 3rd instructor acted as a control to check for experimenter effect. Contract Ss improved significantly more on self-reported attitudes toward study (Survey of Study Habits and Attitudes) than either noncontract or control students. A follow-up study showed that contract students gained better GPAs and maintained this improvement for 2 yrs. Results are discussed in terms of the demands made on both student and instructor by this method of instruction. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of rehabilitation counselors: Locus of control and attitudes toward the poor.

Studied the interrelationships among locus of control, attitudes toward the poor, attitudes toward the supervisor, job satisfaction, and the performance ratings of 90 practicing rehabilitation counselors (mean age 36 yrs). Ss were surveyed with a battery of attitude questionnaires, including Rotter's Internal-External Locus of Control Scale and the MacDonald Poverty Scale. Results indicate that Ss with an internal orientation had more positive attitudes toward the poor than Ss with an external orientation. It was further observed that internally oriented Ss received higher performance ratings than the externally oriented. Internal orientation was associated with higher job morale, greater job satisfaction, and more positive attitudes toward supervisors. Implications of the findings are discussed in the context of client-counselor relationships and of the consequence that these data may have in counselor preservice and inservice training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interethnic attitudes in Canada: Ethnocentrism, consensual hierarchy and reciprocity.

Assessed attitudes toward 14 specific ethnic groups by asking how comfortable 3,325 adult Canadians would feel being around them. The ethnic origin of Ss was also measured by ascertaining the ethnic or cultural group to which their ancestors belonged. Comfort ratings were individually centered within each S by subtracting the mean rating of all groups given by an S from the rating of a particular group by that S. These relative comfort ratings of Ss from the 12 most numerous ethnic origin groups were aggregated. There were 9 groups who were both holders and objects of attitudes. Attitude matrices of attitude holders toward attitude objects were analyzed regarding three issues. First, groups rated themselves more highly than they rated other groups, indicating the existence of ethnocentrism. Second, there was a high degree of consensus among groups with regard to the relative comfort levels for various other groups. Third, the mutual attitudes of pairs of groups were reciprocated. These findings suggest degree of stability in the organization of interethnic attitudes in Canada, despite changes in demography, the groups included in the analysis, and the attitude measures used in the survey. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student perceptions of and expectations for male and female instructors: Evidence relating to the question of gender bias in teaching evaluation.

253 undergraduates completed a course evaluation questionnaire that included formal teaching performance ratings, perceptual orientation scales, and indicators of degree and context of student–instructor contact. Ss represented 11 female-instructed courses and 28 male-instructed courses. Male and female instructors were found to be placed within a unitary perceptual frame of reference. Female instructors were perceived as warmer and more potent individuals, but were required by the Ss to offer greater interpersonal support and were judged more closely than male instructors in providing it. Results suggest that although direct gender bias may not be observed in formal student evaluations of their instructors, female faculty members are nonetheless subject to culturally conditioned gender stereotypes. (22 ref) (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)     

Attitudes toward instructors, social desirability, and behavioral intentions.

Examined whether student attitude toward instructors was related to subsequent behavior, such as the behavioral intention to take further courses with that instructor, and whether social desirability affected this relationship. 158 undergraduates completed instructor ratings, and a short form of the Marlowe-Crowne Social Desirability Scale. Principal components analysis and varimax rotation isolated 6 instructor rating factors. Ss also participated in a mock preregistration procedure assessing their intention to reregister for the same or different instructors. Results indicate that the 1st instructor rating factor, Instructor Skill, correlated .72 with intention to take further courses with that instructor. No other relationships or interactions were significant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Monitoring text comprehension: Individual differences in epistemological standards.

Examined individual differences in reading comprehension standards by asking 9 undergraduates enrolled in a "Fundamentals of Psychology" course to describe the criteria they used to decide whether or not they had comprehended textbook chapters. Ss were classified as having a dualistic (fact-oriented) or a relativistic (context-oriented) conception of knowledge on the basis of their ratings of attitude statements drawn from the work of W. G. Perry (1968). Comprehension criteria reported by dualists more often involved the knowledge category found in the B. S. Bloom et al (1956) book, Taxonomy, and those reported by relativists, the comprehension or application categories. The nature and number of reported comprehension criteria were found to be predictive of course grades. Ss reporting the use of comprehension or application criteria earned better grades than those reporting the use of knowledge criteria; Ss reporting the use of more than one criterion earned better grades than those reporting the use of a single criterion. These data suggest that one's epistemological beliefs may dictate one's choice of comprehension standards and that these epistemological standards, in turn, may control the effectiveness of one's text processing efforts. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Level of initial attitude, active rehearsal, and instructional set as factors in attitude change.

2experiments are reported in which Ss having extremely favorable, favorable, and neutral attitudes toward the church were induced to read an antichurch essay to 6 listeners of their choice outside the laboratory. ? of the Ss in each predisposition group were told that their own attitudes might be influenced as a result of the experience. Both those Ss who were "favorable" toward the church and those who were "neutral" became significantly less prochurch as measured by posttesting with the attitude scale. The extremely prochurch Ss were not significantly influenced by this mode of persuasion. Instructional set did not produce any significant differences in susceptibility of Ss in any of the groups to the compliance experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes of academic and applied clinical psychologists toward training issues: 1969–1984.

Assessed the attitudes of 379 applied and 207 academic clinical psychologists toward key training issues and compared the current (1984) attitudes with those that were held at earlier (1969) surveys conducted by the 1st author and D. R. Ewing (see PA, Vols 44:18793 and 51:1172). Attitudes toward 10 programs for training clinical psychologists and ratings of various clinical psychology activity areas are presented. Findings reveal that more 1984 than 1969 Ss supported training in psychotherapy and diagnosis and expected to be useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of widows' groups in facilitating change.

70 32–74 yr old urban widows participated in 1 of 3 group treatments for a 7-wk period or a waiting list control group. Two therapists each led a self-help group, a "confidant" group, and a women's consciousness–raising group. Personality, attitude, and behavioral measures were obtained at pretest, posttest, and 14-wk follow-up. At posttest, Ss in all conditions had significantly higher self-esteem, experienced a significant increase in intensity of grief, and espoused significantly more negative attitudes toward remarriage. Experimental Ss showed significant improvement in their ratings of future health and became significantly less other-oriented in their attitudes toward women relative to the controls. The therapist variable produced few differences in response to treatment. At follow-up, treatment gains were maintained. Life changes were significantly more positive in the consciousness-raising groups, and posttest evaluations of the program by these Ss were significantly higher. All treatments resulted in high rates of contact among participants in the group. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A brief encounter group experience and social relationships in a dormitory.

Examined the effects of a brief encounter group experience upon 500 residents in a university dormitory. Women living on 3 separate floors were designated experimental Ss and provided with a group experience designed to encourage personal interaction, while women on 2 other floors were assigned to a control group. 6 preexperimental and follow-up measures (e.g., semantic differential ratings of floor atmosphere, a modified Self-Disclosure Questionnaire, and frequency of conversations with peers) administered to both groups showed that experimental Ss evidenced greater improvement in their attitudes toward the importance of "floor spirit" in their ratings of the social atmosphere of their floor and in the number of peers they subsequently identified as acquaintances. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of instructor-delivered sequential evaluative feedback upon student's subsequent classroom-related performance and instructor ratings.

128 college students were randomly assigned to 1 of 4 instructor-delivered evaluative feedback conditions (uniformly positive, uniformly negative, negative-to-positive, or positive-to-negative). Expectations for subsequent performance were effectively manipulated by false evaluative feedback. Ss then listened to an audiotaped lecture, after which they took an exam on the lecture (the performance measure). Finally, Ss rated the instructor who gave the audiotaped lecture. The instructor-delivered evaluative feedback manipulation had a significant effect on the Ss' performance and ratings of the instructor, such that performance was better and ratings of the instructor were higher in the uniformly positive condition, followed, respectively, by the negative-to-positive, positive-to-negative, and uniformly negative conditions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural and ethnic attitudes in Canada: An overview of the 1991 National Survey.

Assessed attitudes toward aspects of multiculturalism (Multicultural Ideology, Perceived Consequences of Multiculturalism, and Multicultural Program Attitudes) and toward ethnic and immigrant groups, as well as Tolerance and Canadianism with 3,325 Ss. Attitudes toward multiculturalism were moderately positive, and tolerance moderately high; there was also a relatively high sense of attachment and commitment to Canada. Immigrant and ethnic groups of European origin were more positively evaluated than those of non-European origin. Variations in these attitudes by region of residence and ethnic origin revealed significant differences, as Ss of French origin living in Quebec tended to be less supportive than Ss of British and other origins living outside Quebec. Despite some signs of ethnocentrism, there are good prospects for achieving a diverse and tolerant society in Canada. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnic stereotypes: Attitudes or beliefs?

Used a factor-analytic approach to investigate the role of both parents' and childrens' attitudes on children's reactions to French-speaking and English-speaking people. Ss were 111 14-15 yr. old English-speaking students and their parents. Findings support the conclusion that 2 components influence the tendency of children to ascribe traits to ethnic groups: (a) their attitudes toward the group, and (b) the community-wide stereotypes about the group. Other findings indicate that children's general authoritarian attitudes reflect those of their parents, but that their attitudes toward French-speaking people are not highly related to those of their parents. (French summary) (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primacy/recency effects in student ratings of instruction: A reinterpretation of gain–loss effects.

Examined how the side effects of initial and final lecture quality on end-of-course student ratings can be predicted from seemingly unrelated gain–loss theory. Also investigated was the effect on ratings of student belief that the instructor will use midterm rating feedback to improve teaching. Using videotaped lectures in a 2?×?2?×?2 laboratory analog study, the present authors manipulated Lecture 1 (good, poor), Lecture 2 (good, poor), and whether 131 college students were told that feedback to the instructor about Lecture 1 would be used to improve teaching (yes, no). With Lecture 2 ratings as the principal measure, ratings varied moderately and inversely with Lecture 1 quality (negative primacy effect), greatly and directly with Lecture 2 quality (positive recency effect), and trivially with feedback. The primacy/recency findings confirm gain–loss predictions and illustrate how gain–loss theory can be interpreted as primacy/recency effects. Implications for expectancy research and field research on instructors using midterm ratings to improve instruction in the final portion of the course are discussed. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Attribution, affect, and college exam performance.

Results of a questionnaire study with 207 college students show that Ss attributed their own performance and the performance of the average student to ability, test difficulty, preparation, and luck. Consistent with the self-serving bias hypothesis, successful Ss perceived internal factors as more important causes and unsuccessful Ss perceived external factors as more important causes of their own performance than the performance of the average student. Furthermore, successful Ss saw internal and stable factors as more important causes of others' outcomes (as well as their own) than did unsuccessful Ss. Ss' anxiety about their performance and their ratings of the course and instructor were systematically, albeit weakly, linked with specific causal attributions. The implications of these causal inferences and affective responses in the educational context are discussed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A direct test of and an alternative explanation for judgments of attractiveness of supporters of the women's movement.

Previous studies investigated the possible bias against women who support the women's movement, using a paradigm requiring Ss to sort photographs into 2 categories. Based on these sortings, differential judgments of physical attractiveness were inferred without having the Ss who performed the sorting actually rate the photos. To provide increased confidence in the previous findings, the present authors asked 91 female and 69 male undergraduates to rate photos thought to depict persons with varying positions toward the movement. Additionally, correlational data were gathered to test the explanation of an attitude similarity mediated error that can subsume the previous mixed findings. The results replicated the earlier findings, indicating no general bias against supporters. There were no differences between male and female Ss on their mean ratings of either male or female photographs and no attribution of profeminist attitudes to lower attractiveness ratings for either male or female Ss. However, attractiveness ratings were related to Ss' attitudes. It is concluded that persons erroneously perceive similar others to be more attractive than dissimilar others, rather than perceiving supporters in general to be less attractive. (French abstract) (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)