Revenge and Student Evaluations of Teaching

Boysen, Guy A.

doi:10.1177/009862830803500313

Cited by 13 publications

(17 citation statements)

References 9 publications

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“…Although this type of self-serving bias has been found across many studies [Arkin and Maruyama, 1979;Arnold, 2009;Davis and Stephan, 1980;Gilmor and Reid, 1979], it is interesting to note that lower SETs are often not viewed as a form of revenge [e.g. Arnold, 2009;Boysen, 2008]. This opinion tends to diverge from what is reported in the aggression literature.…”

Section: Introductionmentioning

confidence: 84%

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Vaillancourt

2012

Aggressive Behavior

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Laboratory evidence about whether students' evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η(2) = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self-esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self-serving biases, participants higher in self-esteem who were in the positive grade/feedback condition exhibited a self-enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self-esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self-enhancing biases are robust among those with high self-esteem.

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Section: Introductionmentioning

confidence: 84%

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Vaillancourt

2012

Aggressive Behavior

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“…If students want to get even with the instructor, they would rate their instructors poorly where it hurts the most (Maurer, 2006). Boysen (2008), however, found that revenge appears to be one of the less important factors in predicting SETs.…”

Section: Literaturementioning

confidence: 99%

Do examinations influence student evaluations?

Arnold

2009

International Journal of Educational Research

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“…In a survey of college students about why they gave poor teaching evaluations, 8% of students reported giving low evaluations for revenge. In the same survey, being unfair in grading or hard grading was the second most common reason given for poor evaluations, behind only poor teaching style or methods (Boysen 2008). An extension of the leniency hypothesis predicts that students who receive grades they perceive as fair (that is, what they expect to receive) will rate instructors more positively (Cherry et al 2003;Tata 1999).…”

Section: Explanations Of the Relationship Between Student Grade Receimentioning

confidence: 95%

The effect of perceived class mean on the evaluation of instruction

Norvilitis

Jie

2009

Educ Asse Eval Acc

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A total of 232 college students in six different courses in three departments participated in a study to examine the effect of perceived course mean on course and instructor evaluations. Following a midsemester exam, students were given their actual earned exam scores and a manipulated class mean that was either ten percentage points higher or lower than the actual class average on the exam. Participants then completed an evaluation of the course and instructor. It was hypothesized that students scoring above the manipulated mean would rate the course and instructor more highly than students scoring below the manipulated mean. It was further hypothesized that students who were told that the class mean was higher would rate the course and instructor more highly than students who were told that the mean was lower. Results supported the first hypothesis. However, hypothesis two was not supported. Students receiving the lower manipulated class mean rated instructors more favorably. Results suggest the need to consider both individual exam scores and class averages in understanding the grade-teaching evaluation relationship.

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Revenge and Student Evaluations of Teaching

Cited by 13 publications

References 9 publications

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Do examinations influence student evaluations?

The effect of perceived class mean on the evaluation of instruction

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