Implicit person theories and change in teacher evaluation : A longitudinal field study

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review

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Author(s)

  • Kim-Pong Tam
  • S. Tess Pak
  • C. Harry Hui
  • Siu-On Kwan
  • Mario Kheng Hsiang Goh

Related Research Unit(s)

Detail(s)

Original languageEnglish
Pages (from-to)273-286
Journal / PublicationJournal of Applied Social Psychology
Volume40
Issue number2
Publication statusPublished - Feb 2010

Abstract

Adopting a longitudinal field study, this paper investigates whether entity theorists (students who believe human attributes are fixed) are less likely than incremental theorists (students who believe human attributes are malleable) to change their evaluations of a teacher in accordance with his behavioral changes. An instructor exhibited some forgetful behaviors in the first half of a course, and ceased doing so in the second half. Consistent with our hypothesis, incremental theorists adjusted their perceptions of the instructor. They rated him as less forgetful accordingly at the end of the course than at the middle. Entity theorists, however, did not show this change. With improved ecological validity, this study extends previous laboratory studies to teacher evaluation. © 2010 Copyright the Authors. Journal compilation © 2010 Wiley Periodicals, Inc.

Citation Format(s)

Implicit person theories and change in teacher evaluation: A longitudinal field study. / Tam, Kim-Pong; Pak, S. Tess; Hui, C. Harry et al.
In: Journal of Applied Social Psychology, Vol. 40, No. 2, 02.2010, p. 273-286.

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review