ERIC Number: ED240470
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
Educational Seduction: An Attributional Analysis.
Perry, Raymond P.; Dickens, Wenda J.
Educational seduction, in which a charismatic, entertaining instructor obtains favorable student ratings while presenting insufficient lecture content, threatens the validity of student ratings and teaching effectiveness research. To examine the effects of one educational seduction variable, instructor expressiveness, on student achievement attributions and affective reactions, four studies (2 in 1980-81; 2 in 1981-82) were conducted, in which 532, 229, 220, and 165 male and female college students viewed two 25-minute videotaped lectures, manipulated for high or low instructor expressiveness. Subsequently, the students took an achievement test on the material and completed two profiles assessing attributions, achievement responsibility, and emotional response. An analysis of the results showed that instructor expressiveness had a consistent and moderate to large effect on student achievement across all four studies. The high expressive instructor produced a greater internal mastery orientation in students and enhanced students' confidence in their performance. The findings raise important questions about whether expressiveness affects other cognitive processes such as expectations or motivation. (BL)
Descriptors: Academic Achievement, Attribution Theory, Classroom Communication, College Students, Expressive Language, Foreign Countries, Higher Education, Locus of Control, Metacognition, Self Esteem, Student Evaluation of Teacher Performance, Student Motivation, Student Teacher Relationship, Teacher Behavior, Teacher Effectiveness, Teacher Influence, Teaching Styles
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (91st, Anaheim, CA, August 26-30, 1983).