TY - JOUR
T1 - An exploratory investigation examining male and female students' initial impressions and expectancies of lecturers
AU - Wright, James
AU - Batten, John
AU - Birch, Phil
AU - Manley, Andrew
AU - Smith, Marcus
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
U2 - 10.1080/13562517.2013.827645
DO - 10.1080/13562517.2013.827645
M3 - Article
SN - 1356-2517
VL - 19
SP - 113
EP - 125
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 2
ER -