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

Year: 2013

Type: article

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.

Source: Teaching in Higher Education

DOI: 10.1080/13562517.2013.827645

Authors: John Batten, Phil David John Birch, James Wright, Andrew John Manley, Matt Jeffrey Smith

Institutions: University of Winchester, University of Chichester, Leeds Beckett University

Language: English

Topic: Evaluation of Teaching Practices

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2162059909