Central and attributional models of student perception of teaching and their learning

Authors

  • Cáceres-Bauer Cáceres-Bauer Instituto Nacional de Evaluación Educativa, Montevideo, Uruguay
  • Pilar Cecilia Rodríguez-Morales Universidad de la República, Montevideo, Uruguay
  • Marío Javier Luzardo-Verde Universidad de la República, Montevideo, Uruguay

DOI:

https://doi.org/10.19083/ridu.2024.1814

Keywords:

perception, teacher effectiveness, construct validity, social psychology, student motivation

Abstract

Introduction: The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. Background: The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation, and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.

Downloads

Download data is not yet available.

References

Aleamoni, L. M. (1987). Student rating myths versus research facts. Journal of Personnel Evaluation in Education, 1, 111-119. https://doi.org/10.1007/BF0014382

Ames, R., & Lau, S. (1979). An attributional approach to the validity of student ratings of instruction. Contemporary Educational Psychology, 4 (1), 26-39. https://doi.org/10.1016/0361-476X(79)90024-9

Ames, R., & Lau, S. (1982). An attributional analysis of student help-seeking in academic settings. Journal of Educational Psychology, 74 (3), 414. https://doi.org/10.1037/0022-0663.74.3.414

Anderson, C. A. (1983). Motivational and performance deficits in interpersonal settings: The eect of attributional style. Journal of Personality and Social Psychology, 45 (5), 1136. https://doi.org/10.1037/0022-3514.45.5.1136

Andrews JJW. (2004) Teaching Effectiveness. In C. D. Spielberger (Ed.), Encyclopedia of Applied Psychology. Elsevier (pp. 535–539).

Andrews, G. R., & Debus, R. L. (1978). Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of educational psychology, 70 (2), 154. https://doi.org/10.1037/0022-0663.70.2.154

Arkin, R. M., & Maruyama, G. M. (1979). Attribution, a ect, and college exam performance. Journal of Educational Psychology, 71 (1), 85-93. https://doi.org/10.1037/0022-0663.71.1.85

Arreola, R. A. (2007). Developing a comprehensive faculty evaluation system: A guide to designing, building,

and operating large-scale faculty evaluation systems. (No Title). Jossey-Bass.

Bandura, A. (1978). Reflections on self-efficacy. Advances in behaviour research and therapy, 1 (4), 237-269. https://doi.org/10.1016/0146-6402(78)90012-7

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(pp. 23-28).

Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental psychology, 25(5), 729. https://doi.org/10.1037/0012-1649.25.5.729

Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R. A.

Dienstbier (Ed.), Nebraska Symposium on Motivation, 1990: Perspectives on motivation (pp. 69–164). University of Nebraska Press.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. https://doi.org/10.2307/1131888

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall. Bailey, C. D., Gupta, S., & Schrader, R. W. (2000). Do students’ judgment models of instructor effectiveness differ by course level, course content, or individual instructor? Journal of Accounting Education, 18(1), 15-34. https://doi.org/10.1016/S0748-5751(00)00006-3

Begrich, L., Fauth, B., & Kunter, M. (2020). Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction. Social Psychology of Education, 23(3), 673-699. https://doi.org/10.1007/s11218-020-09554-2

Begrich, L., Kuger, S., Klieme, E., & Kunter, M. (2021). At a first glance–How reliable and valid is the thin slices technique to assess instructional quality?. Learning and Instruction, 74, 101466. https://doi.org/10.1016/j.learninstruc.2021.101466

Berry, J.M. (1999). MemorySelf-Efficacy in Its Social Cognitive Context. In T.M. Hess& F. Blanchard-Fields (Eds), Social Cognition and Aging (pp. 69-96). Academic Press.

Bierhoff, H. W. (2012). Person perception and attribution. Springer Science & Business Media.

Bond, T., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences. Routledge.

Brophy, J., & Good, T. (1986). Teacher behavior and student achievement (3th ed.). In M.C. Wittroch (Ed.), Handbook of research on teaching (pp. 328-375). Macmillan.

Brown, S. (2011). Bringing about positive change in the higher education student experience: a case study. Quality Assurance in Education, 19(3), 195-207. https://doi.org/10.1108/09684881111158027

Browne, B. A., & Gillis, J. S. (1982). Evaluating the Quality of Instruction in Art: A Social Judgment Analysis. Psychological Reports, 50(3), 955–962. https://doi.org/10.2466/pr0.1982.50.3.955

Cáceres, R. (2018). Estudio del proceso de respuesta a cuestionarios de evaluación estudiantil de la enseñanza desde la perspectiva de las teorías cognitivas de la motivación (Tesis de Maestría, Universidad de la República). https://hdl.handle.net/20.500.12008/20054

Cadwell, J., & Jenkins, J. (1985). Effects of the semantic similarity of items on student ratings of instructors. Journal of Educational Psychology, 77(4), 383–393. https://doi.org/10.1037/0022-0663.77.4.383

Clayson, D. E. (2013). Initial Impressions and the student evaluation of teaching. Journal of Education For Busi ness, 88(1), 26-35. https://doi.org/10.1080/08832323.2011.633580

Cooper, W. H. (1981). Ubiquitous halo. Psychological Bulletin, 90(2), 218-244. https://doi.org/10.1037/00332909.90.2.218

d›Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), 1198-1208. https://doi.org/10.1037/0003-066X.52.11.1198

DeBerg, C. L., & Wilson, J. R. (1990). An empirical investigation of the potential confounding variables in student evaluation of teaching. Journal of Accounting Education, 8(1), 37-62. https://doi.org/10.1016/07485751(90)90019-4.

Deci, E. L., & Ryan, R. M. (2000). The «what» and «why» of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation,development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801

DeNisi, A. S., Cafferty, T. P., & Meglino, B. M. (1984). A cognitive view of the performance appraisal process: A model and research propositions. Organizational Behavior and Human Performance, 33(3), 360-396. https://doi.org/10.1016/0030-5073(84)90029-1

Doyle, T. (2011). Learner-centered teaching: Putting The Research On Learning Into Practice. Stylus Publishing, LLC.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040. https://doi.org/10.1037/0003-066X.41.10.1040

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.

Eckes, T. (2015). Introduction to many-facet Rasch measurement. Franfurt am Main: Peter Lang.

Embretson, S. (1994). Applications of cognitive design systems to test development. In Cognitive assessment: A multidisciplinary perspective (pp. 107-135). Boston, MA: Springer US.

Engelhard Jr, G., & Wind, S. (2017). Invariant measurement with raters and rating scales: Rasch models for rater-mediated assessments. Routledge.

Feldman, J. M. (1981). Beyond attribution theory: Cognitive processes in performance appraisal. Journal of Applied Psychology, 66(2), 127-148. https://doi.org/10.1037/0021-9010.66.2.127

Fisk, S., Stolee, K. T., & Battestilli, L. (2020). A light weight intervention to decrease gender bias in student evaluations of teaching. In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (Vol. 1, pp. 1-4). Portland, OR, https://doi.org/10.1109/RESPECT49803.2020.9272454

Flavell, J. H. (2019). El desarrollo cognitivo (Vol. 87). Antonio Machado Libros.

Frieze, I., & Weiner, B. (1971). Cue utilization and attributional judgments for success and failure. Journal of Personality, 39(4), 591-605. https://doi.org/10.1111/j.1467-6494.1971.tb00065.x

Gilovich, T., Keltner, D., Chen, S., & Nisbett, R. E. (2023). Social psychology. WW Norton & Company.

Goodman, B. E. (2016). An Evolution in student-centered teaching. Advances in Physiology Education, 40(3), 278–282. https://doi.org/10.1152/advan.00056.2016

Gotlieb, J. (2013). Variables That Can Affect Student Ratings of Their Professors. Journal of Learning in Higher Education, 9(1), 19-27. https://files.eric.ed.gov/fulltext/EJ1144100.pdf

Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3(1), 5- 39. https://doi.org/10.1007/BF01323661

Gredler, M. E. (2009). Learning and instruction: Theory into practice. Pearson.

Grimes, P. W., Millea, M. J., & Woodruff, T. W. (2004). Grades— Who›s to blame?Student evaluation of teaching and locus of control. The Journal of Economic Education, 35(2), 129-147. https://doi.org/10.3200/JECE.35.2.129-147

Grusec, J. E. (1994). Social learning theory and developmental psychology: Thelegacies of Robert R. Sears and Albert Bandura. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn-Waxler (Eds.), A century of developmental psychology (pp. 473–497). American Psychological

Association. https://doi.org/10.1037/10155-016

Hamilton, D. L., Stroessner, S. J., & Stroessner, S. N. (2020). Social cognition: Understanding people and events. SAGE.

Heider, F. (2013). The psychology of interpersonal relations. Psychology Press.

Higgins, E. T., Herman, C. P., & Zanna, M. P. (Eds.). (2022). Social Cognition: The Ontario Symposium Volume 1. Taylor & Francis.

Juslin, P., & Montgomery, H. (Eds.). (2007). Judgment and decision making: Neo-Brunswikian and process-tracing approaches. Psychology Press.

Kishor, N. (1995). The Effect of implicit theories raters› inference in performance judgment: Consequences For The Validity of student ratings of instruction. Research in Higher Education, 36, 177-195. https://doi.org/10.1007/BF02207787

Kulik, J. A. (2001). Student Ratings: Validity, Utility, and Controversy. New Directions for Institutional Research, 2001 (109), 9–25. https://doi.org/10.1002/ir.1

Landy, F. J., & Farr, J. L. (1980). Performance rating. Psychological Bulletin, 87(1), 72–107. https://doi.org/10.1037/00332909.87.1.72

Madichie, N. O. (2011). Students› evaluation of teaching (SET) in higher education: A question of reliability and validity. The Marketing Review, 11(4), 381-391. https://doi.org/10.1362/146934711X13210328715984

Marder, B., Houghton, D., Erz, A., Harris, L., & Javornik, A. (2020). Smile(y) – and your students will smile with you? The effects of emoticons on impressions, evaluations, and behaviour in staff-to-student communication. Studies in Higher Education, 45(11), 2274-2286. https://doi.org/10.1080/03075079.2019.1602760

Marsh, H. W. (1980). The influence of student, course, and instructor characteristics in evaluations of university teaching. American Educational Research Journal, 17(2), 219–237. https://doi.org/10.2307/1162484

Marsh, H. W. (1987). Students› evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388. https://doi.org/10.1016/0883-0355(87)90001-2

Marsh, H. W., & Roche, L. A. (1997). Making students› evaluations of teaching effectiveness effective: The Critical Issues of validity, bias, and utility. American Psychologist, 52(11), 1187–1197. https://doi.org/10.1037/0003066X.52.11.1187

Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107–123. https://doi.org/10.1207/s15326985ep2003_1

Massaro, D. W., & Cowan, N. (1993). Information Processing Models: Microscopes of the Mind. Annual Review of Psychology, 44(1), 383–425. https://doi.org/10.1146/annurev.ps.44.020193.002123

Merritt, D. J. (2008). Bias, the brain, and student evaluations of teaching. John›s Law Review, 82(1), 235-288. https://scholarship.law.stjohns.edu/cgi/viewcontent.cgi?article=1100&context=lawreview

Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons› responses and performances as scientific inquiry intoscore meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741

Meyer, J. P. (1978). Dimensions of causal attribution for success and failure: A multivariate investigation.[Tesis Doctoral, Western University] https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2125&context=digitizedtheses&httpsredir=1

Meyer, J. P. (1980). Causal attribution for success and failure: A multivariate investigation of dimensionality, formation, and consequences. Journal of Personality and Social Psychology, 38(5), 704–718. https://doi.org/10.1037/0022-3514.38.5.704

Nathan, B. R., & Lord, R. G. (1983). Cognitive categorization and dimensional schemata: A processapproachtothestudy of halo in performance ratings. Journal of Applied Psychology, 68(1), 102–114. https://doi.org/10.1037/00219010.68.1.102

Pfeiffer, M. G., Kuennapas, T., Troxell, J. R., & Herman, H. C. (1977). Modeling Students’ Ratings of Teaching Effectiveness. Perceptual and Motor Skills, 44(3), 807818. https://doi.org/10.2466/pms.1977.44.3.807

Philip, B., Vita Carulli, R., Jurgis, K., Jr., Dan, C., Ellen, C., & Louise, K. (1982). Models of helping and coping. American psychologist, 37(4), 368-384. https://doi.org/10.1037/0003-066X.37.4.368

Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf

Renaud, R. D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in higher education, 46, 929-953. https://doi.org/10.1007/s11162-005-6934-6

Renström, E. A., Gustafsson Sendén, M., & Lindqvist, A. (2021). Gender stereotypes in student evaluations of teaching. Frontiers in Education, 5, 571287. https://doi.org/10.3389/feduc.2020.571287

Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Stylus Publishing, LLC.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Schunk, D. H. (1990). Goal setting and self-efficacy during self regulated learning. Educational Psychologist, 25(1), 71–86. https://doi.org/10.1207/s15326985ep2501_6

Schunk, D. H., & Meece, J. L. (2012). Student perceptions in the classroom. Routledge.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Seldin, P. (1989). How Colleges Evaluate Professors. 1988 vs. 1983. AAHE bulletin, 41(7), 3-7. https://files.eric.ed.gov/fulltext/ED305872.pdf

Shuell, T. J. (1986). Cognitive conceptions of learning. Review of educational research, 56(4), 411-436. https://doi.org/10.3102/00346543056004411

Shweder, R. A. (1980). Factors and fictions in person perception: A reply to Lamiell, Foss, and Cavenee. Journal of Personality, 48(1), 74–81. https://doi.org/10.1111/j.1467-6494.1980.tb00966.x

Sutton, R., & Douglas, K. (2019). Social psychology. Bloomsbury Publishing.

Svanum, S., & Aigner, C. (2011). The Influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction. British Journal of Educational Psychology, 81(4), 667–679. https://doi.org/10.1111/j.2044-8279.2010.02011.x

Tagiuri, R., & Petrullo, L. (Eds.). (1958). Person perception and interpersonal behavior. Stanford University Press.

Theall, M., & Franklin, J. (2001). Looking for Bias in All the Wrong Places: A Search for Truth or a Witch Hunt in Student Ratings of Instruction?. New Directions for Institutional Research, 2001(109), 45–56. https://doi.org/10.1002/ir.3

Valencia, E. (2022). Gender-biased evaluation or actual differences? Fairness in the evaluation of faculty teaching. Higher Education, 83(6), 1315-1333. https://doi.org/10.1007/s10734-021-00744-1

Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. https://doi. org/10.1207/s15326985ep4101_4

Weimer, M. (2013) Learner-Centered Teaching: Five key Changes to Practice. Jossey-Bass.

Weiner, B., Nierenberg, R., & Goldstein, M. (1976). Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success. Journal of Personality, 44(1), 52-68. https://doi.org/10.1111/j.1467-6494.1976.tb00583.x

Weiner, B., Russell, D., & Lerman, D. (1979). The cognition emotion process in achievement-related contexts. Journal of Personality and Social Psychology, 37(7), 1211–1220. https://doi.org/10.1037/0022-3514.37.7.1211

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. https://doi.org/10.1037/0033-295X.92.4.548

Weiner, B. (2012). An attributional theory of motivation and emotion. Springer Science & Business Media.

Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Sage.

Weiner, B. (2013). Human motivation. Psychology Press.

Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4(1), 4–14. https://doi.org/10.1037/mot0000082

Whitely, S. E., & Doyle, K. O. (1976). Implicit theories in student ratings. American Educational Research Journal, 13(4), 241–253. https://doi.org/10.2307/1162387

Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children›s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451469. http://dx.doi.org/10.1037/0022-0663.89.3.451

Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: a test of self-determination theory. Journal of personal ity and social psychology, 70 (4), 767. https://doi.org/10.1037/0022-3514.70.4.767

Williams, G., Ryan, R., & Deci, E. (2011a). Health-care, self-determination theory questionnaire packet. Self-De termination Theory Questionnaires website. https://selfdeterminationtheory.org/

Williams, G., Ryan, R., & Deci, E. (2011b). Perceived competence scales, self determination theory questionnaire packet. Self-Determination Theory Questionnaires website. https://selfdeterminationtheory.org/

Wills, T. A., & DePaulo, B. M. (1991). Interpersonal analysis of the help seeking process. Handbook of Social and Clinical Psychology, 162, 350- 375.

Wilson, T. D., & Linville, P. W. (1982). Improving the academic performance of college freshmen: Attributiontherapyrevisited. Journal of Personali ty and Social Psychology, 42(2), 367-376. https://doi.org/10.1037/0022-3514.42.2.367

Wood, R., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56(3), 407-415. https://doi.org/10.1037/00223514.56.3.407

Wright, R. E. (2006). Student evaluations of faculty: Concerns raised in the literature, and possible solutions. college Student Journal, 40(2), 417-423. https://eric.ed.gov/?id=EJ765339

Wright, G. B. (2011). Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92-97. https://eric. ed.gov/?id=EJ938583

Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2022). Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning. Computers & Education, 179, 104427. https://doi.org/10.1016/j.compedu.2021.104427.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.). Self-eff icacy in changing societies (pp. 202-231).

Cambridge University. https://doi.org/10.1017/CBO9780511527692.00

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016

Published

2024-01-15

How to Cite

Cáceres-Bauer, C.-B., Rodríguez-Morales, P. C., & Luzardo-Verde, M. J. (2024). Central and attributional models of student perception of teaching and their learning. Revista Digital De Investigación En Docencia Universitaria [Digital Journal of University Teaching Research], 18(1), e1814. https://doi.org/10.19083/ridu.2024.1814

Issue

Section

Artículos teóricos

Similar Articles

You may also start an advanced similarity search for this article.