Résumés
Abstract
Student-written evaluation (N = 600) of professors was examined to determine the emotional tone of the words used to evaluate faculty. Using the revised Dictionary of Affect (DOA; Whissell, 2009), evaluation words (N = 26,764) uploaded to the Rate My Professors website between 2018 and October of 2023 were measured for their pleasantness, activation, and imagery. Overall, the emotional tone of the students’ written evaluation was very close to the DOA’s definition of everyday English (M = 50) for all three categories: pleasantness (M = 51.1, SD = 6.3), activation (M = 52.2, SD = 4.8), and imagery (M = 50.2, SD = 7.4). The results indicated that the written evaluations were uniform in expression and emotional tone: neither very pleasant/unpleasant, active/passive, or imagery/abstract. While significant relationships were found with professor quality and difficulty ratings, the number of words in the evaluation, and the instructor’s gender, all associations had small correlational strengths and weak effect sizes, indicating that the variables might not be strong predictors of the emotional tone of student evaluations. If student written evaluations are not emotionally charged, then there is an opportunity to reduce any negative feelings faculty members have attached to the process.
Keywords:
- academia,
- emotional tone,
- student evaluation of teaching,
- student evaluations
Résumé
L’évaluation écrite des professeures et professeurs réalisée par les personnes étudiantes (N = 600) a été examinée pour déterminer le ton émotionnel des mots utilisés pour les évaluer. À l’aide du dictionnaire Dictionary of Affect (DOA ; Whissell, 2009), les mots d’évaluation (N = 26,764) téléversés sur le site web Rate My Professors entre 2018 et octobre 2023 ont été mesurés pour leur caractère agréable, leur activation et leur imagerie. Dans l’ensemble, le ton émotionnel de l’évaluation écrite réalisée par les personnes étudiantes était très proche de la définition de l’anglais courant du DOA (M = 50) pour les trois catégories : caractère agréable (M = 51,1, SD = 6,3), activation (M = 52,2, SD = 4,8) et imagerie (M = 50,2, SD = 7,4). Les résultats indiquent que les évaluations écrites étaient uniformes en termes d’expression et du ton émotionnel : ni très agréables/désagréables, ni actives/passives, ni imagées/abstraites.Bien que des relations significatives aient été trouvées avec la qualité de la personne enseignante et les notes de difficulté, le nombre de mots dans l'évaluation et le genre de la personne enseignante, toutes les associations avaient des forces de corrélation faibles et des tailles d’effet faibles, ce qui indique que les variables pourraient ne pas être des prédicteurs forts du ton émotionnel des évaluations réalisées par les personnes étudiantes. Si les évaluations écrites réalisées par les personnes étudiantes ne sont pas chargées d’émotion, il est possible de réduire les sentiments négatifs que les personnes enseignantes attachent au processus.
Mots-clés :
- académie,
- ton émotionnel,
- évaluation de l'enseignement par les personnes étudiantes,
- évaluations par les personnes étudiantes
Parties annexes
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