它就在教学大纲中：教学大纲用词与教学评价之间的关系

IF 2 3区文学 Q2 COMMUNICATION Journal of Language and Social Psychology Pub Date : 2023-11-21 DOI:10.1177/0261927x231198513

Joanne F. Zinger, Diane J. Lee, Charlie C. Su

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引用次数: 0

摘要

作者分析了 611 位教授撰写的 1,472 份课程大纲，以确定教授大纲中与共通相关和/或与代理相关的用词是否能预测这些教授的学期末教学评价。语言调查和字数统计（LIWC）分析表明，使用较多共通语言（包括第三人称复数代词（如我们）、社交词（如讨论）和积极情感词（如请））的教授获得的教学评价明显较高，但代理语言对评价分数的预测作用不明显。

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

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.

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来源期刊

Journal of Language and Social Psychology Multiple-

CiteScore

5.20

自引率

14.30%

发文量

期刊介绍： The Journal of Language and Social Psychology explores the social dimensions of language and the linguistic implications of social life. Articles are drawn from a wide range of disciplines, including linguistics, cognitive science, sociology, communication, psychology, education, and anthropology. The journal provides complete and balanced coverage of the latest developments and advances through original, full-length articles, short research notes, and special features as Debates, Courses and Conferences, and Book Reviews.