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ERIC Number: EJ1082939
Record Type: Journal
Publication Date: 2015-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1381-2890
Saving Cognitive Resources When Possible: The Role of Judgment Consequences and the Judgment Tendency of Other Teachers in Teachers' Assessment of Students
Marksteiner, Tamara; Ask, Karl; Reinhard, Marc-André; Dickhäuser, Oliver
Social Psychology of Education: An International Journal, v18 n4 p735-747 Dec 2015
The present experimental study explores whether teachers are "clever" thinkers when assessing students' credibility, i.e., saving cognitive resources when possible and making accurate judgments. Participants were asked to decide whether student statements about using unfair means during a test were true or deceptive. First, participants' own judgment tendency (a true vs. lie tendency) was manipulated by informing them about the resource-consuming consequences of their judgment, i.e., giving "additional explanations" for each student statement they judged as being true (vs. a lie). Before actually judging the students' statements they were informed about the judgment tendency of other teachers about the upcoming student statements (true vs. lie tendency of other teachers). It was assumed that participants "cleverly" choose a resource-saving judgment tendency and show a true (vs. lie) tendency when "additional explanations" for their lie (vs. true) judgments were required. Moreover, it was assumed that participants' accuracy rate would be higher if their own judgment tendency opposed the judgment tendency of other teachers. The results indicate that teachers are "clever" thinkers. Practical implications are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A