Perceptual and behavioral effects of expectations formed by exposure to positive or negative Ratemyprofessors.com evaluations

References

• Boswell, S. S. (2016). Ratemyprofessors is hogwash (but I care): Effects of Ratemyprofessors and university-administered teaching evaluations on professors. Computers in Human Behavior, 56, 155–162.10.1016/j.chb.2015.11.045
   Web of Science ®Google Scholar
• Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32.10.1007/s11162-005-8150-9
   Web of Science ®Google Scholar
• Carr, N. (2010). The shallows: What the internet is doing to our brains. New York, NY: W. W. Norton & Co.
   Google Scholar
• Davison, E., & Price, J. (2009). How do we rate? An evaluation of online student evaluations. Assessment & Evaluation in Higher Education, 34, 51–65.10.1080/02602930801895695
   Web of Science ®Google Scholar
• Edwards, C., Bresnahan, K., & Edwards, A. (2008). The influence of humorous positive computer-mediated word-of-mouth communication on student motivation and affective learning. Texas Speech Communication Journal, 33, 1–8.
   Google Scholar
• Edwards, A., & Edwards, C. (2013). Computer-mediated word-of-mouth communication: The influence of mixed reviews on student perceptions of instructors and courses. Communication Education, 62, 412–424.10.1080/03634523.2013.800217
   Web of Science ®Google Scholar
• Edwards, A., Edwards, C., Shaver, C., & Oaks, M. (2009). Computer-mediated word-of-mouth communication on ratemyprofessors.com: Expectancy effects on student cognitive and behavioral learning. Journal of Computer-Mediated Communication, 14, 368–392.
   Web of Science ®Google Scholar
• Edwards, C., Edwards, A., Qing, Q., & Wahl, S. T. (2007). The influence of computer-mediated word-of-mouth communication on student perceptions of instructors and attitudes toward learning course content. Communication Education, 56, 255–277.10.1080/03634520701236866
   Web of Science ®Google Scholar
• Fabrigar, L. R., & Wegener, D. T. (2016). Conceptualizing and evaluating the replication of research results. Journal of Experimental Social Psychology, 66, 68–80.10.1016/j.jesp.2015.07.009
   Web of Science ®Google Scholar
• Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger III, H. L. (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 407–418.10.3758/MC.38.4.407
   PubMed Web of Science ®Google Scholar
• Feldman, R. S., & Prohaska, T. (1979). The student as pygmalion: Effect of student expectation on the teacher. Journal of Educational Psychology, 71, 485–493.10.1037/0022-0663.71.4.485
   Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.10.3102/00346543074001059
   Web of Science ®Google Scholar
• Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155.10.1207/s15327957pspr0902_3
   PubMed Web of Science ®Google Scholar
• Klein, B. D. (2017). On the development and application of a framework for understanding the properties of information quality of online reputation systems. Journal of the Midwest Association for Information Systems, 2017, 35–51.
   Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.10.1111/josh.2004.74.issue-7
   PubMed Web of Science ®Google Scholar
• Kowai-Bell, N., Guadagno, R. E., Little, T. E., & Preiss, N. (2011). Rate my expectations: How online evaluations of professors impact students’ perceived control. Computers in Human Behavior, 27, 1862–1867.10.1016/j.chb.2011.04.009
   Web of Science ®Google Scholar
• Lewandowski, G. W., Higgins, E., & Nardone, N. N. (2012). Just a harmless website? An experimental examination of RateMyProfessors.com’s effect on student evaluations. Assessment & Evaluation in Higher Education, 37, 987–1002.10.1080/02602938.2011.594497
   Web of Science ®Google Scholar
• Li, C., & Wang, X. (2013). The power of eWOM: A re-examination of online student evaluations of their professors. Computers in Human Behavior, 29, 1350–1357.10.1016/j.chb.2013.01.007
   Web of Science ®Google Scholar
• Mahmoud, A., Mihalcea, R., & Abernathy, J. (2016). Analysing Ratemyprofessors evaluations across institutions, disciplines, and cultures: The tell-tale signs of a good professor. Social Informatics, 10046, 438–453.
   Google Scholar
• Mendez, J. M., & Mendez, J. P. (2016). Student inferences based on facial appearance. Higher Education, 71(1), 1–19.10.1007/s10734-015-9885-7
   Web of Science ®Google Scholar
• Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage.
   Google Scholar
• Middendorf, J., & Kalish, A. (1996). The “change-up” in lectures. The Teaching and Learning Forum, 5(2), 1–5.
   Google Scholar
• Murray, K. B., & Zdravkovic, S. (2016). Does MTV really do a good job of evaluating professors? An empirical test of the internet site RateMyProfessors.com. Journal of Education for Business, 91, 138–147.10.1080/08832323.2016.1140115
   Web of Science ®Google Scholar
• Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York, NY: Teachers College Press.
   Google Scholar
• Oeberst, A., & Lindner, I. (2015). Unannounced memory tests are not necessarily unexpected by participants: Test expectation and its consequences in the repeated test paradigm. Cognitive Processing, 16, 269–278.10.1007/s10339-015-0663-3
   PubMed Web of Science ®Google Scholar
• Ratemyprofessors.com. (2017). About Ratemyprofessors.com. Retrieved from www.ratemyprofessors.com/About.jsp
   Google Scholar
• Reber, J. S., Downs, S. D., & Peterson-Nelson, J. A. (in press). Effects of three pedagogies on learning outcomes in a psychology of gender lecture: A quasi-experimental study. Teaching of Psychology, 44, 134–144.
   Web of Science ®Google Scholar
• Reynolds, D. (2007). Restraining golem and harnessing Pygmalion in the classroom: A laboratory study of managerial expectations and task design. Academy of Management Learning & Education, 6, 475–483.10.5465/AMLE.2007.27694947
   Web of Science ®Google Scholar
• Rose, N. S., & Craik, F. I. (2012). A processing approach to the working memory/long-term memory distinction: Evidence from the levels-of-processing span task. Journal of Experimental Psychology, 38, 1019–1029.
   Google Scholar
• Rosen, A. S. (2017). Correlations, trends and potential biases among publicly accessible web-based student evaluations of teaching: A large-scale study of RateMyProfessors.com data. Assessment & Evaluation in Higher Education, 29, 1–14.10.1080/02602938.2016.1276155
   Google Scholar
• Silva, K. M., Silva, F. J., Quinn, M. A., Draper, J. N., Cover, K. R., & Munoff, A. A. (2008). Rate my professor: Online evaluations of psychology instructors. Teaching of Psychology, 35, 71–80.10.1177/009862830803500202
   Web of Science ®Google Scholar
• Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.10.1037/0022-0663.85.4.571
   Web of Science ®Google Scholar
• Snyder, M., & Stukas Jr., A. A. (1999). Interpersonal processes: The interplay of cognitive, motivational, and behavioral activities in social interaction. Annual Review of Psychology, 50, 273–303.10.1146/annurev.psych.50.1.273
   PubMed Web of Science ®Google Scholar
• Sohr-Preston, S. L., Boswell, S. S., McCaleb, K., & Robertson, D. (2016). Professor gender, age, and “hotness” in influencing college students’ generation and interpretation of professor ratings. Higher Learning Research Communications, 6(3), 1–23.
   Google Scholar
• Valentine, J. C., & McHugh, C. M. (2007). The effects of attrition on baseline comparability in randomized experiments in education: A meta-analysis. Psychological Methods, 12, 268–282.10.1037/1082-989X.12.3.268
   PubMed Web of Science ®Google Scholar
• Westfall, R., Millar, M., & Walsh, M. (2016). Effects of instructor attractiveness on learning. The Journal of General Psychology, 143, 161–171.10.1080/00221309.2016.1200529
   PubMed Web of Science ®Google Scholar
• Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43, 49–64. doi:10.1080/00461520701756420
   Web of Science ®Google Scholar