Impact bias in student evaluations of higher education
Impact bias in student evaluations of higher education
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DOI：
10.1080/03075079.2015.1071345
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发表时间：
2017-06-01
影响因子：
4.2
通讯作者：
Goatman, Anna
中科院分区：
文献类型：
--
作者：
Grimes, Anthony;Medway, Dominic;Goatman, Anna
在高等教育的背景下，本研究考察了学生体验的情感评估在多大程度上受到其发生时刻（即体验开始之前、发生期间和结束之后）的影响。它采用了对英国商学院360名未来、现在和往届研究生的情感评估进行组间定量分析。该研究证实了这样的观点：在展望和回顾中，对学生经历的情感预测和记忆被大大夸大了。这一发现意味着存在重大影响偏差。结论是，影响偏差可能对影响学生决策的有效性、学生课程评估的时间安排和可比性，以及理解关于学生体验的口碑传播的性质和影响产生重要影响。
In the context of higher education, this study examines the extent to which affective evaluations of the student experience are influenced by the point at which they are made (i.e. before the experience begins, whilst it is happening and after it has ended). It adopts a between-groups quantitative analysis of the affective evaluations made by 360 future, current and past postgraduate students of a UK business school. The study validates the proposition that affective forecasts and memories of the student experience are considerably inflated in prospect and retrospect; a finding that implies a significant impact bias. It is concluded that the impact bias may have important implications for influencing the effectiveness of student decision-making, the timing and comparability of student course evaluations, and understanding the nature and effects of word-of-mouth communication regarding the student experience.