On the basis of an article concerning the dogmatic tendencies of teachers, 20 studies dealing with the personality of teachers and supervisory ratings were reexamined. Factor analysis of a popular personality measure (CPI) was used as a means of organizing these studies. It would seem that, to an undetermined extent, results of studies in the area of the personality of teachers have been influenced by a biased criterion.
Yarkoni (2020) highlights patterns of overgeneralization in psychology research. In this comment, we note that such challenges also pertain to applied psychological and organizational research and prac-tice. We use two examples—cross-cultural generalizability and implicit bias training—to illustrate common practices of overgeneralization from narrow research samples to broader operational popula-tions. We conclude with recommendations for research and practice.
This study investigated relationships between the California Psychological Inventory and Supervisory ratings of student teaching. Subjects were 77 female student teachers. A similar group of 78 subjects comprised the cross‐validational sample. Canonical analysis was used to accomplish optimal weighting of predictor and criterion variables. A canonical correlation of .52 between three variables and the composite criterion was significant at the .001 level. Employing the computed equation with cross‐validation samples, a correlation of .38, significant at the .05 level, was obtained. Results indicated that certain aspects of the American system of training teachers might be reinforcing dogmatic tendencies of student teachers.
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