Judging students' self-concepts within 30s? Investigating judgement accuracy in a zero-acquaintance situation

Praetorius, Anna‐Katharina; Drexler, Katharina; Rösch, Lisa; Christophel, Eva; Heyne, Nora; Scheunpflug, Annette; Zeinz, Horst; Dresel, Markus

doi:10.1016/j.lindif.2014.11.015

Cited by 18 publications

(4 citation statements)

References 37 publications

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“…Few studies into education have used the thin slices procedure to evaluate classroom instruction. These studies also greatly differed both in their aim as well as instruction-related construct under investigation (Ambady and Grey 2002;Ambady and Rosenthal 1993;Praetorius et al 2015;Pretsch et al 2013;Strong et al 2011). In their pioneer study, Ambady and Rosenthal (1993) investigated the effect of observation duration by presenting undergraduates with 6-, 15-or 30-s muted video clips of teachers at work.…”

Section: The Thin Slices Procedures In the Context Of Instructional Rementioning

confidence: 99%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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In recent decades, the assessment of instructional quality has grown into a popular and well-funded arm of educational research. The present study contributes to this field by exploring first impressions of untrained raters as an innovative approach of assessment. We apply the thin slice procedure to obtain ratings of instructional quality along the dimensions of cognitive activation, classroom management, and constructive support based on only 30 s of classroom observations. Ratings were compared to the longitudinal data of students taught in the videos to investigate the connections between the brief glimpses into instructional quality and student learning. In addition, we included samples of raters with different backgrounds (university students, middle school students and educational research experts) to understand the differences in thin slice ratings with respect to their predictive power regarding student learning. Results suggest that each group provides reliable ratings, as measured by a high degree of agreement between raters, as well predictive ratings with respect to students' learning. Furthermore, we find experts' and middle school students' ratings of classroom management and constructive support, respectively, explain unique components of variance in student test scores. This incremental validity can be explained with the amount of implicit knowledge (experts) and an attunement to assess specific cues that is attributable to an emotional involvement (students).

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Section: The Thin Slices Procedures In the Context Of Instructional Rementioning

confidence: 99%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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“…Empirical research confirmed that impression formation requires only a fraction of a second, is based on only few information that is sufficient for participants to draw conclusions about a person's competence, and, furthermore, that the first impression is relatively stable (e.g., Wil-lis & Todorov, 2006). In school contexts, Praetorius et al (2015) showed that teacher students, who saw only a 30s video sequence of students, judged their academic selfconcept comparable to teachers who knew those students personally for a longer time. This shows that some social hints are perceived very quickly and lead to judgments that do not differ much from judgments when more time and information is available.…”

Section: Information Processing and Teachers' Attitudesmentioning

confidence: 99%

Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study

Tobisch

Dresel

2022

Soc Psychol Educ

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Based on the continuum model of impression formation (Fiske & Neuberg, 1990), information processing can be more or less automated or controlled and thus relies more or less on stereotype-based or individual-based characteristics. Also, teachers’ impression formation can be influenced by social categories like students’ ethnic background or social status. However, when teachers form an impression of students’ abilities or performance social categories should not play a role. But a lot of empirical findings show that teachers make a difference depending on students’ backgrounds. Whether this can be explained by a more automated or controlled information processing depending on students’ backgrounds is still an open question. Accordingly, the purpose of this study was to investigate teacher students’ impression formation in dependence on students’ ethnic backgrounds and social status. In order to investigate whether information processing differs according to students’ ethnic backgrounds and social status, an experimental eye-tracking study with 45 teacher students was designed. As physiological processes are strongly connected to psychological processes, specific eye-movements can be interpreted as indicators for physiological arousal in first place, but might also allow conclusions about mental processes like information processing. Pupil diameter and blink rate were measured while participants read three case vignettes with manipulated student background. Analysis of variance with repeated measures showed differences in pupil diameter and blink rate according to students’ background. Results showed less arousal when forming an impression about students without immigrant background and with high social status compared to students with immigrant background and with low social status. This might indicate more automated information processing for non-immigrant students with high-status, and more controlled processing for students with immigrant background and low-status.

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“…Third, our video was relatively short, and student teachers were unfamiliar with the students. Although other studies showed that even very short videos are sufficient for accurate judgments (Praetorius et al, 2015), it might be interesting to systematically investigate whether familiarity with students influences judgment accuracy. Additionally, the comparisons of the eye movement patterns were based on median split of the whole sample, resulting in two relatively small subgroups.…”

Section: Limitationmentioning

confidence: 99%

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

2020

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Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes. Particularly, the observation and utilization of diagnostic student cues, such as student engagement, might be an important factor. Hence, we investigated how student teachers with high and low judgment accuracy differ with regard to their eye movements as a behavioral and utilization of student cues as a cognitive activity. Forty-three participating student teachers observed a video vignette showing parts of a mathematics lesson to assess student characteristics of five target students, and reported which cues they used to form their judgment. Meanwhile, eye movements were tracked. Student teachers showed substantial diversity in their judgment accuracy. Those with a high judgment accuracy showed slight tendencies toward a more “experienced” pattern of eye movements with a higher number of fixations and shorter average fixation duration. Although all participants favored diagnostic student cues for their assessments, an epistemic network analysis indicated that student teachers with a high judgment accuracy utilized combinations of diagnostic student cues that clearly pointed to specific student profiles. Those with a low judgment accuracy had difficulty using distinct combinations of diagnostic cues. Findings highlight the power of behavioral and cognitive activities in judgment processes for explaining teacher performance of judgment accuracy.

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Judging students' self-concepts within 30s? Investigating judgement accuracy in a zero-acquaintance situation

Cited by 18 publications

References 37 publications

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

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