Does Social Desirability Affect Faculty and Students' Perceptions of Excellence in Teaching?
DOI:
https://doi.org/10.14571/brajets.v17.n3.1065-1075Palavras-chave:
Psychometrics, Educational quality, Teacher evaluationResumo
Social desirability may adversely impact studies of teaching excellence and its evaluation in the classroom. However, to date, no studies have examined to what extent social desirability might impact student or faculty ratings of excellent teaching. This study investigated whether a tendency to provide socially desirable answers was related to relevance ratings of TBC items among 98 faculty and 545 university students from various Brazilian states. The results of this study indicated no association between student responses and social desirability, but a weak relationship for faculty. It is encouraging that social desirability did not seem to impact students’ ratings, which would support the valid interpretation of student evaluations of TBC items’ relevance; however, there is a clear need for studies that deepen and expand these findings and investigate other variables involved in the influence of social desirability, while also investigating social desirability when using TBC to evaluate teachers’ performance.Referências
Andrade, J. M., & Valentini, F. (2018). Diretrizes para a Construção de Testes Psicológicos: a Resolução CFP n° 009/2018 em Destaque. Psicologia: Ciência e Profissão, 38(spe), 28–39. https://doi.org/10.1590/1982-3703000208890
Buskist, W., & Keeley, J. W. (2018). Searching for universal principles of excellence in college and university teaching. New Directions for Teaching and Learning, 156, 95–105. https://doi.org/10.1002/tl.20321
Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. Em S. F. Davis & W. Buskist (Orgs.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 30-39). New York: Psychology Press.
Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44, 495-518. https://doi.org/10.1023/A:1025492407752
Cunha, C. M., de Almeida-Neto, O. P., & Stackfleth, R. (2015). Principais métodos de avaliação psicométrica da validade de instrumentos de medida [Main psychometric evaluation methods of the validity of measuring instruments]. Revista de Atenção de Saúde, 14(47), 75–83. https://doi.org/10.13037/rbcs.vol14n47.3391
Feeley, T. (2002). Evidence of halo effects in student evaluations of communication instruction. Communication Education, 51, 225-236.
Finn, M., Barnes-Holmes, D., Hussey, I., & Graddy, J. (2016). Exploring the behavioral dynamics of the Implicit Relational Assessment Procedure: The impact of three types of introductory rules. Psychological Record, 66(2), 309–321. http://doi.org/10.1007%2Fs40732-016-0173-4
Gerônimo-Júnior, V. C., Henklain, M. H. O., Carmo, J. S., & Kelley, J. W. (2023). Utilidad del Teacher Behavior Checklist más allá de la psicología: Replicación con estudiantes brasileños de educación física. Acta Colombiana de Psicología, 26(1), 214–225. https://doi.org/10.14718/ACP.2023.26.1.14
Gnambs, T., & Kaspar, K. (2017). Socially desirable responding in web-based questionnaires: A meta-analytic review of the candor hypothesis. Assessment, 24, 746-762. https://doi.org/10.1177/1073191115624547
Gouveia, V. V., Guerra, V. M., Sousa, D. M. F., Santos, W. S., & Costa, J. M. (2009). Escala de Desejabilidade Social de Marlowe-Crowne: evidências de sua validade fatorial e consistência interna [Marlowe-Crowne Social Desirability Scale: evidences of its factorial validity and reliability]. Avaliação Psicológica, 8(1), 87-98. Retrieved from http://bit.ly/39mRvqK
Gump, S. E. (2007). Student evaluations of teaching effectiveness and the leniency hypothesis: A literature review. Educational Research Quarterly, 30, 55-68.
Henklain, M. H. O, Carmo, J. S., Haydu, V. B., & Muniz, M. (2018). Brazilian faculty and student perspectives on excellent teaching. New Directions for Teaching and Learning, 156, 31-39. https://doi.org/10.1002/tl.20314
Henklain, M. H. O, Haydu, V. B., Carmo, J. S., Muniz, M. & Perez, W. F. (2019). Expanding the evidence of content validity for the Teacher Behavior Checklist using the IRAP. The Psychological Record, 69, 205-214. https://doi.org/10.1007/s40732-019-00334-9
Henklain, M. H. O., Carmo, J. S., Haydu, V. B., Muniz, M., Buskist, W., & Keeley, J. W. (2020). Teacher Behavior Checklist: Evidências Psicométricas na Avaliação Docente por Estudantes Universitários Brasileiros [Teacher Behavior Checklist: Psychometric evidence in teacher evaluation by brazilian university students]. Paidéia, 30(e3025), 1-11. https://doi.org/10.1590/1982-4327e3025
Hermosa-Bosano, C., and Keeley, J. W. (2021). Faculty and students’ perceptions of excellent teaching: A study in Ecuador using the teacher behavior checklist. Trends in Psychology, 29(4), 752–765. https://doi.org/10.1007/s43076-021-00087-x
Ismail, E. A., & Groccia, J. E. (2017). Foreign and U.S.-educated faculty members’ views on what constitutes excellent teaching: Effects of gender and discipline. To Improve the Academy, 36(1), 20–38. https://doi.org/10.1002/tia2.20056
Keeley, J., Christopher, A. N., & Buskist, W. (2012). Emerging evidence for excellent teaching across borders. In: J. E. Groccia, M. Al-Sudairy, & W. Buskist (Ed.), Handbook of college and university teaching: Global perspectives (pp. 374–390). Thousand Oaks, CA: Sage.
Keeley, J., English, T., Irons, J., & Henslee, A. M. (2013). Investigating halo and ceiling effects in student evaluations of instruction. Educational and Psychological Measurement, 73, 440-457. https://doi.org/10.1177/0013164412475300
Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behaviors Checklist: Factor Analysis of its utility for evaluating teaching. Teaching of Psychology, 33(2), 84-91. https://doi.org/10.1207/s15328023top3302_1
Liu, S., Keeley, J., & Buskist, W. (2015). Chinese college students’ perceptions of characteristics of excellent teachers. Teaching of Psychology, 42(1), 83-86. https://doi.org/10.1177/0098628315620888
Liu, S., Keeley, J., & Buskist, W. (2016). Chinese college students’ perceptions of excellent teachers across three disciplines: Psychology, chemical engineering and education. Teaching of Psychology, 47(1), p. 70-74. https://doi.org/10.1177/0098628315620888
Paulhus, D. (1984). Two-component model of socially desirable responding. Journal of Personality and Social Psychology, 46, 598-609. https://doi.org/10.1037/0022-3514.46.3.598
Ribas Jr., R. C., Moura, M. L. S., & Hutz, C. S. (2004). Adaptação brasileira da Escala de Desejabilidade Social de Marlowe-Crowne [Brazilian adaptation of the Marlowe-Crowne Social Desirability Scale]. Avaliação Psicológica, 3(2), 83-92. Retrieved from http://bit.ly/3bnylmx
Smith, D., Cook, P., & Buskist, W. (2011). An experimental analysis of the relation between assigned grades and instructor evaluations. Teaching of Psychology, 38, 225-228. https://doi.org/10.1177/0098628311421317
Spooren, P., Mortelmans, D., & Thijssen, P. (2012). ‘Content’ versus ‘style’: Acquiescence in student evaluation of teaching? British Educational Research Journal, 38, 3-21. https://doi.org/10.1080/01411926.2010.523453
Stigall, L., & Blincoi, S. (2015). Student and instructor use of the teacher behavior checklist. Teaching of Psychology, 42(4), 299-306. https://doi.org/10.1177/0098628315603061
Zanini, D. S., Oliveira, K. S., Oliveira, K. L., & Henklain, M. H. O. (2022). Desafios da Avaliação Psicológica no Brasil: Nova Realidade, Velhas Questões. Avaliação Psicológica, 21(4), 407-417. https://dx.doi.org/10.15689/ap.2022.2104.24162.04
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Marcelo Henrique Oliveira Henklain, Juliana Rosa Lira, João dos Santos Carmo, Jared Wayne Keeley
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.