Don't Worry, Be Happy: Instructor Likability, Student Perceptions of Learning, and Teacher Ratings in Upper-Level Sociology Courses

Delucchi, Michael

doi:10.2307/1318991

Cited by 54 publications

(47 citation statements)

References 9 publications

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“…The importance of these attributes supports previous findings which show that students value a "mixing up" of knowledge content and delivery that brings life to in-class interaction that also allows them to 16 interact with their peers as well as their professor while discussing topics beyond course-related material (Faranda & Clarke, 2004). The Kano results also corroborate previous findings that reveal the importance of personality (e.g., Clayson & Sheffet, 2006) in general and support studies that stress the importance of professors creating rapport with their students (e.g., Delucchi, 2000; Faranda & Clark, 2004) in particular. In this context, Faranda and Clarke (2004) define rapport as "the ability to maintain harmonious relationships based on affinity for others" (p. 274).…”

supporting

confidence: 88%

“…Table 1 about here (Delucchi, 2000;Moore & Kuol, 2007). The fact that the professor's personality explains between 50 and 80% of the total variance in SET evaluations could also be why several studies have shown that experienced professors do not show improvements in teaching effectiveness as personality changes only minimally over time (Clayson, 1999).…”

Section: The Role Of Perceived Personality Of Professorsmentioning

confidence: 99%

“…In particular, "Humor" verges on being an excitement factor that can delight students, which supports findings by Lantos (1997) who suggests that instructors should use humor as a tool to motivate students and Clayson (2005) who found that students' would give a higher rating to an average instructor because they his or her sense of humor. It may well be that it is not so much about professors telling jokes but rather de-stressing the learning situation and reducing anxiety.Professors who exhibit these personality attributes may not only satisfy students but also achieve high teaching evaluation scores (Delucchi, 2000). A recent study by Faranda and Clarke (2004) also stressed the importance of personality factors such as approachability, friendliness, being receptive to student suggestions, sense of humor, and enthusiasm.…”

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confidence: 99%

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Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Gruber

Lowrie

Brodowsky

et al. 2012

Journal of Marketing Education

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This research uses the Kano model of satisfaction to investigate professor characteristics that create student satisfaction as well as those attributes that can cause their dissatisfaction. Kano questionnaires were handed out to 104 undergraduate students at a university in the Southwest and to 147 undergraduate students at a university in the Midwest of the USA. The two resulting Kano maps show the same delighting attributes while other satisfaction attributes are also similar.The findings reveal the importance of the personality of professors and the characteristics of professors which: a) are desired by students, b) are not desired by students, c) impact student satisfaction the most, d) impact satisfaction the least. The results also demonstrate how professors and universities can focus attention on those attributes most likely to influence satisfaction. No attributes of professors are classified as basic or taken for granted factors by students, while three attributes are excitement factors that have the potential to delight students. The findings illustrate that there is a set of multiple attributes that professors need to possess for satisfying studentprofessor classroom service encounters. Student populations appear to show strong similarities in their preferences for characteristics of professors that lead to satisfaction and dissatisfaction outcomes. 3 Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction: A Comparative StudyIncreasingly, higher education is being regarded as a service industry and universities are beginning to focus more on meeting or even exceeding the needs of their students (Davis & Swanson 2001;DeShields, Kara, & Kaynak, 2005). As a consequence, the evaluation of students' satisfaction becomes all the more important to institutions that want to retain current and recruit new students (Helgesen & Nesset, 2007). Research indicates that the recruitment of students is several times more expensive than their retention (Joseph, Yakhou, & Stone, 2005) and so student retention becomes an important management task for universities which gives rise to increasing emphasis on student satisfaction with the learning experience (Lala and Priluck, 2011).. In this regard, Arambewela, Hall, and Zuhair (2006) regard student satisfaction as a key strategic variable in maintaining a competitive position, with long-term benefits arising from student loyalty, positive word-of-mouth and image of the higher education institution.Consequently, increasing levels of student satisfaction and decreasing sources of dissatisfaction would be beneficial to universities (Douglas, McClelland, & Davies, 2008). Finally, Appleton- Knapp and Krentler (2006) suggest that students' satisfaction with their educational experiences should be a desired outcome in addition to learning and knowing.Although higher education institutions are beginning to see themselves as part of the service industry, there is a debate on whether students are customers (Desai, Damewood, & R...

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supporting

confidence: 88%

Section: The Role Of Perceived Personality Of Professorsmentioning

confidence: 99%

mentioning

confidence: 99%

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Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Gruber

Lowrie

Brodowsky

et al. 2012

Journal of Marketing Education

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“…These differences in perceptions of staff and students are mirrored by Fisher, Alder, and Avasalu (1998), Liow, Betts, and Kok Leong Lit (1993) and Trigwell, Prosser, and Waterhouse (1999) and could cause unexpected learning outcomes for students. Delucchi's (2000) results suggest that students who rate their instructor high in likeability reward that instructor with high ratings in overall teaching ability. However, high likeability ratings are also associated with a decrease in student perceptions of learning.…”

Section: Introductionmentioning

confidence: 81%

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

2008

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This paper aims to investigate students' likes and dislikes of the teaching that they have experienced and its effects on students' perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a studentactivating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students' evaluations of the experienced teaching were generally focused and positive, students' perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students' (dis)likes in instruction on students' perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students' learning and caution against detrimental consequences of students' negative appraisal of the teaching methods that they experience. A matching strategy between a student's teaching tastes and the teacher's instructional interventions provides the best educational prospects.

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“…Positive judgements tended to be weighted strongly towards personal attributes [propriety] ahead of teaching skills which lends weight to studies linking evaluations of good teaching with teachers' personal characteristics (Delucchi, 2000;Shevlin, Banyard, Davies, & Griffiths, 2004). Students' perceptions are also likely to be dynamic over time (Zaitseva et al, 2013); as first-year students often have greater needs it is unsurprising that many behaviours judged as positive related to support and approachability.…”

Section: Asymmetry Comparing Praise and Criticismmentioning

confidence: 93%

The language of praise and criticism in a student evaluation survey

Stewart

2015

Studies in Educational Evaluation

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Don't Worry, Be Happy: Instructor Likability, Student Perceptions of Learning, and Teacher Ratings in Upper-Level Sociology Courses

Cited by 54 publications

References 9 publications

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

The language of praise and criticism in a student evaluation survey

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