Grades - whos to blame?: Student evaluation of teaching and locus of control

The authors examine the relationship between students' locus of control and their evaluation of teaching in a traditional principles of economics course. Locus of control is a psychological construct that identifies an individual's beliefs about the degree of personal control that can be e...

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Bibliographic Details
Published in:The Journal of economic education 2004-04, Vol.35 (2), p.129-147
Main Authors: Grimes, Paul W, Millea, Meghan J, Woodruff, Thomas W
Format: Article
Language:English
Subjects:
Academic Achievement
Academic learning
Behavior Patterns
Bewertung
Classrooms
Coefficients
Cognitive Style
Dienstleistung
Economics
Economics Education
Grade point average
Learning
Learning experiences
Locus of Control
Maximum likelihood estimation
Measures (Individuals)
Metacognition
Mississippi
ordered probit
Personality
Personality traits
Probability
Psychologists
Qualität
Research in Economic Education
Scores
Statistical significance
Student attitudes
Student evaluation
Student Evaluation of Teacher Performance
student evaluation of teaching
Students
Studies
Studium
Teacher evaluations
Teachers
Teaching
Teaching Methods
USA
Wirtschaftskunde
Wirtschaftswissenschaft
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Summary:The authors examine the relationship between students' locus of control and their evaluation of teaching in a traditional principles of economics course. Locus of control is a psychological construct that identifies an individual's beliefs about the degree of personal control that can be exercised over his or her environment. Students with an internal locus-of-control orientation accept responsibility for control over their environment whereas those with an external orientation believe that they have little control or power to affect personal outcomes. The authors entered students' Rotter scale scores derived from the standard instrument used to measure locus of control orientation into an empirical ordered probit model estimated to explain the determination of student evaluation of teaching scores. The results indicate that more internally oriented students had a greater probability of assigning above average evaluation marks with respect to instructor performance whereas more externally oriented students had a greater probability of assigning average and below average instructor evaluation marks.
ISSN:0022-0485
2152-4068
DOI:10.3200/JECE.35.2.129-147