It's in the Syllabus: The Relationship Between Syllabi Word Use and Teaching Evaluations

被引：0
|
作者：
Zinger, Joanne F. [1 ,4 ]
Lee, Diane J. [2 ]
Su, Charlie C. [3 ]
机构：
[1] Univ Calif Irvine, Dept Psychol Sci, Irvine, CA USA
[2] Univ Southern Calif, Sch Educ, Los Angeles, CA USA
[3] Univ North Texas, Dept Psychol, Denton, TX USA
[4] Univ Calif Irvine, Dept Psychol Sci, 4306 Social Behav Sci Gateway, Irvine, CA 92697 USA
来源：
JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY | 2024年 / 43卷 / 04期
关键词：
word use; person perception; LIWC; teaching evaluations; syllabi; POSITIVE EMOTIONS; STEREOTYPE CONTENT; COMPETENCE; PERSONALITY; DIMENSIONS; PERCEPTION; SCIENCE; WARMTH; TRAITS; MODEL;
D O I：
10.1177/0261927X231198513
中图分类号：
G2 [信息与知识传播];
学科分类号：
05 ; 0503 ;
摘要：
The authors analyzed 1,472 course syllabi written by 611 professors to determine whether communion-related and/or agency-related word use in professors' syllabi predicted those same professors' end-of-semester teaching evaluations. Linguistic inquiry and word count (LIWC) analyses revealed that professors who used more communal language-including third person plural pronouns (e.g., we), social words (e.g., discussion), and positive emotion words (e.g., please)-received significantly higher teaching evaluations, but agentic language did not significantly predict evaluation scores.
引用
收藏
页码：503 / 517
页数：15
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