The effect of perceived class mean on the evaluation of instruction

Norvilitis, Jill M.; Jie, Zhang

doi:10.1007/s11092-009-9085-z

Cited by 9 publications

(9 citation statements)

References 37 publications

(39 reference statements)

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“…Another example can be found in a study to examine the effect of perceived course mean on course and instructor evaluations. Result shows that students scoring above the manipulated mean would rate the course and instructor more highly than students scoring below the manipulated mean (Norvilitis and Zhang, 2009). …”

Section: Discussionmentioning

confidence: 99%

Life satisfaction and its correlates among college students in China: A test of social reference theory

Zhang

Zhao

Lester

et al. 2014

Asian Journal of Psychiatry

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Introduction To study life satisfaction and to test the role of social reference in determining the degree of life satisfaction, we examined a large sample of undergraduate students in China for the correlates of campus life satisfaction. Methods A questionnaire survey was administered at a university and the final sample consisted of 439 respondents aged between 17 and 24 years, from all over the country, and studying different subjects. Results It was found that freshman students tended to score higher on their life satisfaction than students in other grades and the college students’ life satisfaction was positively related to female gender, self-esteem, social support, and the liberal attitudes on female gender roles, but negatively correlated with depression and suicidal ideation. Conclusions Contrary to common beliefs, students from an urban area or from better-off families were not necessarily more satisfied with current life than those students coming from the countryside or low income families. The findings were accounted for by the social reference theory and in this case college students’ campus life satisfaction is basically affected by their pre-college life quality as a reference.

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Section: Discussionmentioning

confidence: 99%

Life satisfaction and its correlates among college students in China: A test of social reference theory

Zhang

Zhao

Lester

et al. 2014

Asian Journal of Psychiatry

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“…Although students assign higher SET scores when they receive higher course grades, this effect is diminished by the fact that other students are not rewarded equally. Norvilitis and Zhang (2009) contradict this finding, concluding that students value classes that are easy for them, but they do not value classes that are easy for everyone.…”

Section: Introductionmentioning

confidence: 92%

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

2011

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The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel models. The results show positive significant relationships between course grades, class attendance, the examination period in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of the validity of SET or whether they are a biasing factor.

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“…The Chinese students may be more context-oriented, which may help explain why Chinese students are less likely to commit fundamental attribution errors. Because of this, the reference and manipulation of a reference may play a more important role in forming and changing the Chinese students' judgments and evaluations, as indicated in an earlier study on the evaluation of instructors' performance (Norvilitis & Zhang, 2009). …”

Section: Methodsmentioning

confidence: 99%

“…Students' ratings of an instructor were largely based on the scores they had obtained from the instructor in comparison with a perceived mean score manipulated by the instructor (Norvilitis & Zhang, 2009). A student's judgment and evaluation of an instructor's classroom performance is based on a reference-the student's test score in comparison with the mean score of the class.…”

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confidence: 99%

Culture and Importance of Backgrounds: A Cross-Cultural Study of Photograph Taking

Zhou

Smithson

et al. 2010

Psychol Rep

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To compare the focus on targeted people while taking a photograph, samples of American and Chinese college students were randomly selected and asked to take casual pictures of people around them with digital cameras. About 200 photographs were rated for the focus on the intended target in the picture. American students were more likely to focus on the targeted individual, while the Chinese students were more likely to attend to the background and the environment of the targeted individual. The findings imply that for the Chinese college students, the environment can be equally important as the person. Possibly for Americans the environment is less important due to the more individualistic culture.

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The effect of perceived class mean on the evaluation of instruction

Cited by 9 publications

References 37 publications

Life satisfaction and its correlates among college students in China: A test of social reference theory

Life satisfaction and its correlates among college students in China: A test of social reference theory

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

Culture and Importance of Backgrounds: A Cross-Cultural Study of Photograph Taking

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