| Abstract: | The role of implicit theories in behavioral judgments continues to be a source of debate. In a study exploring the factorial validity of student ratings of instruction, Cadwell and Jenkins (1985) suggested that students' implicit theories of instructor behavior may account for the robust factor structure underlying student ratings. They argued that students rely on the semantic similarity of the rating items, inflating the observed relations among the items. Marsh and Groves cite methodological and conceptual difficulties with the Cadwell and Jenkins study, but most of these difficulties may arise from Marsh and Groves's misconceptions about the role of implicit theories and semantic similarities and, more generally, the cognitive processes underlying judgment tasks. I review these issues and address various points of Marsh and Groves's critique. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
