Reflections on the Hawthorne Effect

Merrett, Frank

doi:10.1080/01443410500341080

Cited by 92 publications

(46 citation statements)

References 2 publications

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“…Therefore, for items that are reasonable to examine using either of the two techniques, the choice can be deferred to other practical issues such as accessibility, obtrusiveness, privacy infringement, and resource availability. Perhaps the most fundamental issue of concern for this choice is how the cognitive processes are affected, both by the self-reflective processes triggered by self-reporting (Wildman et al 2013), and by the moderating effect that observation may have on performance (e.g., Merrett 2006).…”

Section: Discussionmentioning

confidence: 99%

Approaches to team performance assessment: a comparison of self-assessment reports and behavioral observer scales

2017

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Human factors research popularly employs perception-based techniques to investigate team performance and its dependency to cognitive processes. Such studies frequently rely upon either observer-based or self-assessment techniques to collect data. In this study, we examined behavioral observer ratings and self-assessment ratings for measuring team performance in virtual teams, with team performance regarded as a combination of task outcome and team cognition. Juxtaposing self-assessments and observer ratings from a quasi-experiment comparing team performance rating techniques reveals that they indeed produce overall similar results, with both singling out teamwork effectiveness ratings as the strongest contributor to overall team performance. However, the comparisons show remarkably low correlation on individual questionnaire items. The most striking difference is that the team members' self-assessments of workload are lower than the corresponding observer ratings. In particular, the selfassessments do not correlate at all with overall team performance, whereas the observers' workload ratings are more consistent with contemporary research that suggests a strong correlation between workload and team performance, suggesting that observer-based techniques are more reliable than self-assessments for assessing workload. For other ratings, the results show that the two techniques are fairly equal, suggesting that the choice between methods to employ can be deferred to other considerations such as obtrusiveness, accessibility, and resource availability.

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Section: Discussionmentioning

confidence: 99%

Approaches to team performance assessment: a comparison of self-assessment reports and behavioral observer scales

2017

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“…Bunun yanı sıra meta analiz araştırmalarına dâhil edilen deneysel çalışmalarda bağımsız değişken dışında diğer değişkenlerin de sürpriz şekilde bağımlı değişkene etki etmesi söz konusudur. Bununla ilgili olarak araştırmaya katılan bireylerin deneysel süreci etkilemeye yönelik aşırı düzeydeki dikkat, motivasyon ve gayretleri ile normalden farklı davranışları örnek gösterilebilir (Diaper, 1990;Merrett, 2006 …”

Section: Sonuçlar Ve öNerilerunclassified

Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis study<p>Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması

et al. 2015

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“…Alternatively, as previously stated, student-reported improvements may be due to social desirability. It is also possible that, a "Hawthorne Effect" (Merrett 2006) occurred during the interviews and observations and might account for pre-to post-gains, rather than being due to the intervention itself. Finally, lack of a follow-up does not allow for consideration of the maintenance of gains reported at posttest.…”

Section: Study Limitationsmentioning

confidence: 96%

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

2008

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A one group pretest-posttest design was used to investigate effects of an extracurricular science intervention on female and male junior high school students' science performance, self-worth, social skills, and sexist attitudes. Twenty-eight 8th grade Taiwanese students (16 boys, 12 girls) from single parent families participated in this study. Student responses to a questionnaire measuring their selfworth, social skills, and sexist attitudes, and interviews and classroom observations used for triangulation and consolidation of qualitative findings revealed that girls improved significantly on several indices of science performance, and that both boys and girls decreased their sexist attitudes. Girls had significantly less sexist attitudes than boys at both pretest and posttest. Implications for practice and research are provided.

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Reflections on the Hawthorne Effect

Cited by 92 publications

References 2 publications

Approaches to team performance assessment: a comparison of self-assessment reports and behavioral observer scales

Approaches to team performance assessment: a comparison of self-assessment reports and behavioral observer scales

Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis study<p>Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

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