A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty.
Saved in:
| Title: | A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty. |
|---|---|
| Authors: | Sanrey, Camille, Bressoux, Pascal, Lima, Laurent, Pansu, Pascal |
| Source: | British Journal of Educational Psychology. Jun2021, Vol. 91 Issue 2, p658-675. 18p. 7 Charts. |
| Subjects: | Cognitive bias, Psychology of teachers, Academic achievement, Halo effect (Psychology), French language, Language testing of children |
| Abstract: | Background: In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self‐perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. Aims: This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s): In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method: To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion: The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 150292593 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sanrey%2C+Camille%22">Sanrey, Camille</searchLink><br /><searchLink fieldCode="AR" term="%22Bressoux%2C+Pascal%22">Bressoux, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Lima%2C+Laurent%22">Lima, Laurent</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Jun2021, Vol. 91 Issue 2, p658-675. 18p. 7 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+bias%22">Cognitive bias</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Halo+effect+%28Psychology%29%22">Halo effect (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22French+language%22">French language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+testing+of+children%22">Language testing of children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self‐perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. Aims: This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s): In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method: To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion: The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=150292593 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjep.12385 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 658 Subjects: – SubjectFull: Cognitive bias Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Halo effect (Psychology) Type: general – SubjectFull: French language Type: general – SubjectFull: Language testing of children Type: general Titles: – TitleFull: A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sanrey, Camille – PersonEntity: Name: NameFull: Bressoux, Pascal – PersonEntity: Name: NameFull: Lima, Laurent – PersonEntity: Name: NameFull: Pansu, Pascal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00070998 Numbering: – Type: volume Value: 91 – Type: issue Value: 2 Titles: – TitleFull: British Journal of Educational Psychology Type: main |
| ResultId | 1 |
