Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model.
Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model.
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DOI：
10.1002/bdm.1827
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发表时间：
2015-01
影响因子：
2
通讯作者：
Maltby, John
中科院分区：
文献类型：
--
作者：
Brown, Gordon D. A.;Wood, Alex M.;Ogden, Ruth S.;Maltby, John
结果表明，学生的满意度评级的方式，具有重要的理论和实践意义的影响。该研究使用英国全国学生调查的问题，研究了学生对反馈不确定性和教师热情等问题的满意度是否以及如何取决于所引发的比较背景（例如可能对其他大学的反馈不确定性或热情的不准确信念）。实验1发现实验提供的比较上下文的强烈影响-例如，对给定反馈时间的满意度取决于时间在上下文中的相对位置。实验2使用了一种新的分配启发方法，以确定个别学生在大学发生的事情比自己的先验信念。研究发现，这些信念差异很大，学生的满意度取决于他们认为自己的经历在他人经历分布中的排名。第三项研究发现，相对判断原则也能预测学生的抱怨意图。一个扩展模型的开发表明，纯粹基于排名的判断原则可以解释以前归因于范围效应的结果。得出的结论是，满意度评级和质量的规定是不同的数量，特别是当隐含的背景下的比较，包括信念在其他大学提供。质量和满意度应分开评估，在可行的情况下，采用客观措施（如反馈的实际时间）而不是主观评级（如对反馈及时性的满意度）来衡量质量。© 2014作者。《行为决策杂志》（Journal of Behavioral Decision Making），由John Wiley & Sons Ltd出版。
It was shown that student satisfaction ratings are influenced by context in ways that have important theoretical and practical implications. Using questions from the UK's National Student Survey, the study examined whether and how students' expressed satisfaction with issues such as feedback promptness and instructor enthusiasm depends on the context of comparison (such as possibly inaccurate beliefs about the feedback promptness or enthusiasm experienced at other universities) that is evoked. Experiment 1 found strong effects of experimentally provided comparison context—for example, satisfaction with a given feedback time depended on the time's relative position within a context. Experiment 2 used a novel distribution-elicitation methodology to determine the prior beliefs of individual students about what happens in universities other than their own. It found that these beliefs vary widely and that students' satisfaction was predicted by how they believed their experience ranked within the distribution of others' experiences. A third study found that relative judgement principles also predicted students' intention to complain. An extended model was developed to show that purely rank-based principles of judgement can account for findings previously attributed to range effects. It was concluded that satisfaction ratings and quality of provision are different quantities, particularly when the implicit context of comparison includes beliefs about provision at other universities. Quality and satisfaction should be assessed separately, with objective measures (such as actual times to feedback), rather than subjective ratings (such as satisfaction with feedback promptness), being used to measure quality wherever practicable. © 2014 The Authors. Journal of Behavioral Decision Making published by John Wiley & Sons Ltd.
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DOI：
10.1073/pnas.0908980106
发表时间：
2009-12-29
影响因子：
11.1
作者：
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通讯作者：
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影响因子：
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影响因子：
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影响因子：
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作者：
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通讯作者：
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影响因子：
3
作者：
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通讯作者：
PARDUCCI, A