Personality similarity between teachers and their students influences teacher judgement of student achievement
Personality similarity between teachers and their students influences teacher judgement of student achievement
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教师与学生之间的性格相似性影响教师对学生成绩的判断
DOI：
10.1080/01443410.2014.998629
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发表时间：
2015
影响因子：
3.2
通讯作者：
Artelt
中科院分区：
文献类型：
--
作者：
Rausch;Karing;Dörfler;Artelt
这项研究探讨了教师和学生之间的性格相似性及其对教师对学生在阅读理解和数学领域成绩的判断的影响。通过 409 名德国教师及其学生的人格特征之间的班级内相关性来量化人格相似性。该相似性指数与教师对学生成绩的总体和特定任务的判断相结合。人格相似性对所研究的两个领域的全局判断都有显着影响。即使学生的考试成绩受到控制，与老师相似的学生也会比不相似的学生得到更积极的评价。这种效果无法针对特定任务的判断进行验证。结果表明，不同类型的判断中潜在同情偏见对社会判断的影响有所不同。也就是说，总体判断比更具体的判断更有可能产生偏见。讨论了研究结果的理论和教育意义。
This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their students. This similarity index was combined with teachers’ global and task-specific judgements of student achievement. Personality similarity has a significant effect on global judgement in both domains under study. Students who are similar to their teacher are judged more positively than students who are dissimilar, even when students’ test performance is controlled. This effect could not be verified for task-specific judgements. Results indicate that impact of potential sympathy bias in social judgements differs between different types of judgement. That is, global judgements are more likely to be biased than more specific judgements. Theoretical and educational relevance of the findings are discussed.
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