ERIC Number: EJ1041099
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 86
In the Eye of the Examinee: Likable Examiners Interfere with Performance
Vormittag, Isabella; Ortner, Tuulia M.
Social Psychology of Education: An International Journal, v17 n3 p401-417 Sep 2014
We investigated effects of examiners' ascribed likability and examiners' gender on test performance during a standardized face-to-face testing situation assessing self-estimated and de facto verbal knowledge. One hundred fourteen nonpsychology students were individually tested by one of 22 examiners. A moderated regression analysis revealed a significant three-way interaction of test taker's gender, examiner's gender, and examiner's likability on de facto knowledge: Men and women showed lower scores on de facto knowledge with a same-gender examiner rated as likable compared to their performance with a likable opposite-gender examiner or in interaction with a nonlikable examiner.
Descriptors: Examiners, Experimenter Characteristics, Standardized Tests, Gender Differences, Regression (Statistics), Testing, Verbal Tests, Achievement
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A