Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis

Patrick, Carol

doi:10.1080/02602930903308258

Cited by 104 publications

(96 citation statements)

References 16 publications

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“…According to this analysis, although qualitative results were mainly supportive of the quantitative analyses, there were dimensions obtained from qualitative analyses not captured by the sole use of the scale, such as instructors' personality, the encouragement of the development of critical thinking, and knowledge and expertise levels. Patrick (2011) reported that the dimensions of openness and conscientiousness were the best personality predictors of both course and instructor ratings. The most frequently mentioned features of the instructors in written statements of the current study were also closely related to conscientiousness, openness, and agreeableness.…”

Section: Discussionmentioning

confidence: 99%

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Özgüngör¹,

Duru²

2015

EJER

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Problem Statement: One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students' opinions of an effective instructor. Research based on students' perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study:The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods.Method: A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students' perceptions of instructors' performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students' ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results:According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the * Corresponding author: Assoc. Prof. Dr., Pamukkale University, Department of Educational Sciences, PDR.ABD e-mail: sozgungor@pau.edu.tr ** Prof. Dr., Pamukkale University, Department of Educational Sciences, PDR.ABD e-mail: eduru@pau.edu.tr 118 Sevgi Özgüngör & Erdinc Durugroups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations:This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education.

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Section: Discussionmentioning

confidence: 99%

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Özgüngör¹,

Duru²

2015

EJER

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“…A recent cross-cultural study also showed the instrument had acceptable reliability and factor structure across 56 nations in 10 world regions [23] . The BFI-44 has been used in a wide range of studies including education, language use, and clinical research [24][25][26][27] , and also as a criterion variable for validating the IPIP Big-Five factor markers in a study conducted in China [28] . But none of these studies reported the factor structure of the BFI-44 in their samples.…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Big Five Inventory in a Chinese sample of smokers receiving cessation treatment: A validation study

Leung

Wong

Chan

et al. 2012

JNEP

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Background: Some personality traits were found to be relevant to engagement in smoking. Examination of associations between personality traits and behaviours in smoking and cessation will guide the development of effective preventive and cessation interventions. The objective of this study was to evaluate the factor structure and reliability of a Chinese version of the Big Five Inventory (BFI) for assessing the five personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism and openness to experience in adults who had a smoking habit.Methods: 1173 Chinese smokers who had received smoking cessation intervention at a smoking cessation health centre in Hong Kong from 21 August 2000 to January 2002 were followed-up by telephone between February and August 2008. Participants completed a questionnaire including the 44-item BFI and perceived health status. A total of 480 (41%) participants completed the survey and 439 questionnaires without missing were analysed. The factor structure of the BFI was assessed by confirmatory factor analysis, reliability by Cronbach alpha and concurrent validity by personality scores by gender and relationship with perceived health. The convergent and discriminant validity of the reduced version of BFI was compared to the original version using the mulittrait-multimethod matrix approach.Results: Confirmatory factor analyses revealed that the five-factor structure provided an acceptable fit after removing 15 items which did not contribute to their corresponding factors. The reduced 29-item BFI had internal reliability estimates ranged from 0.69 for agreeableness to 0.81 for neuroticism. Women scored significantly higher in neuroticism and lower in openness to experience. All the correlations of the five personality traits with perceived health were in the expected directions and statistically significant except openness to experience. The four requirements of convergent and discriminant validity of the reduced 29-item BFI were met. Conclusions:These results showed that the satisfactory psychometric properties of the Chinese version of BFI with modifications; suggesting that the Chinese translation of the abbreviated 29-item BFI could be a useful and practical tool in measuring personality traits among Chinese adults had a smoking habit.

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“…The result of their study suggested that extraversion was the only significant predictor of student evaluations even after controlling for other factors. With regard to teacher's disposition of extraversion and student evaluations, Murray, Rushton, and Paunomen (1990) also reported a positive correlation between the two, and so did Patrick (2011) though, in her study, other personality traits such as openness, agreeableness, consciousness and neuroticism are also reported to have an effect on student evaluations. However, Kneipp, Kelly, Biscoe, and Richard (2010) found extraversion not to be significantly predictive of student's perception of instructional quality.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The Greenwald and Gillmore's study failed in removing the influence of the factors, or the range of courses, from their correlation coefficients, which after all made the results of the study questionable. Patrick (2011), in her extensive review of the research done on the possible effects of grading leniency, pointed out that such research is likely to merely prove a minimal relationship even though they reported positive correlations, and cannot be seen as strong evidence that reliable and valid student evaluation instruments are affected a great deal by grades. Cashin (1995) argued that many variables, including student motivation, class size and such, may bias student evaluations and they should be controlled for by using appropriate comparative data.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Perceived Teacher Personality on Student Class Evaluations: A Comparison between Japanese Instructors and Native English Speaking Instructors

Tanabe

Mori

2013

IJEL

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This study explores how university students' perceptions of their classes and instructor personality contribute to their overall rating of the class. The study also investigates whether the students rate Japanese instructors and native English speaking instructors differently. Data was collected using a questionnaire comprised of instructional rating and teacher personality rating sections. The instructional rating section was based on the Instructional Rating Form (Tomasco, 1980), and European Portfolio for Student Teachers of Languages (Newby et al., 2007) whereas the teacher personality rating section was derived from Murray, Rushton, and Paunonen (1990). The study employed statistical analyses including multivariate analysis of variance (MANOVA), principal components analysis and regression analysis. The results of the study revealed that students' perceptions of the class as interesting, organized and clear, positively influenced their overall rating of the class. On the other hand, their perceptions of their instructor as aggressive, dominant, anxious, and authoritarian negatively affected the overall rating. The findings also indicated that when it comes to Japanese instructors, personality traits such as sociable, ambitious, intellectually curious, intelligent, and gentle influenced students' overall ratings.

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Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis

Cited by 104 publications

References 16 publications

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors

Psychometric properties of the Big Five Inventory in a Chinese sample of smokers receiving cessation treatment: A validation study

Effects of Perceived Teacher Personality on Student Class Evaluations: A Comparison between Japanese Instructors and Native English Speaking Instructors

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