An exploratory investigation examining male and female students' initial impressions and expectancies of lecturers

Batten, J., Birch, P. D. J., Wright, J., Manley, A. J. and Smith, M. J. (2014) An exploratory investigation examining male and female students' initial impressions and expectancies of lecturers. Teaching in Higher Education, 19 (2). pp. 113-125. ISSN 1356-2517

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Abstract

The aim of this study was to examine the informational cues that male and female students perceive to be influential when developing initial impressions and expectancies of a lecturer. University students (n=752) rated the extent to which
30 informational cues influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third-party reports (TPR), communication skills (CS) and
nationality/ethnicity (NE)) was extracted for male students and a five-factor model (i.e. ACC, TPR, APP, interpersonal skills (IPS) and engagement (ENG)) extracted for female students. Inspection of mean scores identified that male students rated CS (e.g. clarity of voice) and TPR (e.g. qualifications) and female students IPS (e.g. control of class), ENG (e.g. eye contact) and TPR to be influential factors in forming initial impressions and expectancies of a lecturer. The findings further
identify the potential for expectancy effects within student lecturer interactions.

Item Type: Articles
Uncontrolled Keywords: impression formation, information cues, person perception, teaching
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1050 Educational psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Areas > Institute of Sport > Area > Exercise Physiology
Depositing User: Phil Birch
Date Deposited: 11 Jul 2018 11:42
Last Modified: 22 Nov 2019 09:55
URI: https://eprints.chi.ac.uk/id/eprint/3529

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