The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition
Student evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the un...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-01-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1107375/full |
| _version_ | 1828059306292936704 |
|---|---|
| author | C. Keerthigha Smita Singh |
| author_facet | C. Keerthigha Smita Singh |
| author_sort | C. Keerthigha |
| collection | DOAJ |
| description | Student evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the universal dimensions of social judgment (i.e., warmth and competence) in SET. A total of 108 psychology undergraduates (Mage = 23.63, SDage = 3.14) in Singapore rated a fictitious teacher (i.e., either relationship-oriented or task-oriented) based on their interactions over a programmed online chat. Participants responded to the social judgment measures of warmth and competence and rated their academic motivation. Results indicated a higher SET rating for a relationship-oriented than a task-oriented teacher. Further, student academic motivation mediated the link between teaching style and judgment of competence. The findings extend the supremacy of warmth in the context of SET, thus supporting the application of social cognition literature to educational research. In addition, the findings suggest that fostering a match in task goals between a teacher and student improves ratings of teacher competence. |
| first_indexed | 2024-04-10T21:40:52Z |
| format | Article |
| id | doaj.art-ef64f5f880634a57806cc7ef39d66c23 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T21:40:52Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ef64f5f880634a57806cc7ef39d66c232023-01-19T04:46:43ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-01-011310.3389/fpsyg.2022.11073751107375The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognitionC. KeerthighaSmita SinghStudent evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the universal dimensions of social judgment (i.e., warmth and competence) in SET. A total of 108 psychology undergraduates (Mage = 23.63, SDage = 3.14) in Singapore rated a fictitious teacher (i.e., either relationship-oriented or task-oriented) based on their interactions over a programmed online chat. Participants responded to the social judgment measures of warmth and competence and rated their academic motivation. Results indicated a higher SET rating for a relationship-oriented than a task-oriented teacher. Further, student academic motivation mediated the link between teaching style and judgment of competence. The findings extend the supremacy of warmth in the context of SET, thus supporting the application of social cognition literature to educational research. In addition, the findings suggest that fostering a match in task goals between a teacher and student improves ratings of teacher competence.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1107375/fullwarmthcompetencetask-orientedrelationship-orientedstudent evaluation of teachingstudent academic motivation |
| spellingShingle | C. Keerthigha Smita Singh The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition Frontiers in Psychology warmth competence task-oriented relationship-oriented student evaluation of teaching student academic motivation |
| title | The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition |
| title_full | The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition |
| title_fullStr | The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition |
| title_full_unstemmed | The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition |
| title_short | The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition |
| title_sort | effect of teaching style and academic motivation on student evaluation of teaching insights from social cognition |
| topic | warmth competence task-oriented relationship-oriented student evaluation of teaching student academic motivation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1107375/full |
| work_keys_str_mv | AT ckeerthigha theeffectofteachingstyleandacademicmotivationonstudentevaluationofteachinginsightsfromsocialcognition AT smitasingh theeffectofteachingstyleandacademicmotivationonstudentevaluationofteachinginsightsfromsocialcognition AT ckeerthigha effectofteachingstyleandacademicmotivationonstudentevaluationofteachinginsightsfromsocialcognition AT smitasingh effectofteachingstyleandacademicmotivationonstudentevaluationofteachinginsightsfromsocialcognition |