Open AccessIntegrating Theoretical Perspectives Of Student Rating Behavior
Author(s) -
Louise Hatfield,
Jonathan W. Kohn
Publication year - 2004
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v1i10.1996
Subject(s) - construct (python library) , attribution , psychology , structural equation modeling , construct validity , rating scale , social psychology , econometrics , psychometrics , statistics , computer science , mathematics , developmental psychology , programming language
This paper examines attribution, grade-leniency/stringency, motivation, and construct validity theories of student-rating behavior. Previous research has tended to treat these theories as mutually exclusive. However, our findings suggest that these theoretical perspectives should be integrated into a unified theory of student-rating behavior. The R-squares found in this study are larger than in any previous research, which we attribute largely to the rigor of using structural equation modeling (SEM) to analyze the data. The significant bias that was found in this study suggests the need to rethink the use of student ratings when evaluating faculty performance.