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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1783.1/6795
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| Title: | Implicit personality theories and change in teacher evaluation : an investigation in a real-life setting |
| Authors: | Tam, Kevin K. P.
Pak, S. Tess
Hui, C. Harry
Kwan, Siu-On
Goh, Mario Kheng Hsiang |
| Keywords: | Implicit theories
Teacher evaluation
Ecological validity |
| Issue Date: | Feb-2010 |
| Citation: | Journal of applied social psychology, vol. 40, no. 2, 2010, p. 273-286. (pre-published version) |
| Abstract: | Embedded in a real-life setting, the present study investigates if entity theorists (students who believe personality is fixed) are less likely than incremental theorists (students who believe personality is malleable) to change their evaluation of a teacher in accordance with the teacher’s behavioral changes. An instructor exhibited some forgetful behaviors in the first half of a course, and ceased exhibiting such behaviors in the second half. Supporting our hypothesis, incremental theorists adjusted their perception of the instructor; they rated him as less forgetful accordingly at the end of the course than at the middle. Entity theorists, however, did not show this change. The present study extends previous laboratory studies to teacher evaluation, and complements these studies by addressing some overlooked ecological validity concerns. |
| Rights: | This is a preprint article published in (complete citation) © copyright 2010 (copyright owner as specified in the Journal, e.g. John Wiley & Sons). The original journal article is posted on the journal's web site at http://www.interscience.Wiley.com |
| URI: | http://hdl.handle.net/1783.1/6795 |
| Appears in Collections: | SOSC Journal/Magazine Articles
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| Manuscript.pdf | | 170Kb | Adobe PDF | View/Open |
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