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Grading of Students’ Performance: Students’ Names, Performance Level, and Implicit Attitudes

Meike Bonefeld & Oliver Dickhäuser

Frontiers in Psychology 9 (2018)

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Stronger Prejudices Are Associated With Decreased Model-Based Control.Miriam Sebold, Hao Chen, Aleyna Önal, Sören Kuitunen-Paul, Negin Mojtahedzadeh, Maria Garbusow, Stephan Nebe, Hans-Ulrich Wittchen, Quentin J. M. Huys, Florian Schlagenhauf, Michael A. Rapp, Michael N. Smolka & Andreas Heinz - 2022 - Frontiers in Psychology 12.details Background: Prejudices against minorities can be understood as habitually negative evaluations that are kept in spite of evidence to the contrary. Therefore, individuals with strong prejudices might be dominated by habitual or “automatic” reactions at the expense of more controlled reactions. Computational theories suggest individual differences in the balance between habitual/model-free and deliberative/model-based decision-making.Methods: 127 subjects performed the two Step task and completed the blatant and subtle prejudice scale.Results: By using analyses of choices and reaction times in combination with computational (...) Download Export citation Bookmark
Pre- and In-Service Teachers’ Attitudes Toward Students With Learning Difficulties and Challenging Behavior.Mireille Krischler & Ineke M. Pit-ten Cate - 2019 - Frontiers in Psychology 10.details The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their perceived competence and attitudes. This study investigated attitudes of pre- and in-service teachers toward students with two types of SEN: challenging behavior and learning difficulties. The three components of attitude (affective, cognitive, and behavioral) were assessed using indirect and direct measures. Results revealed that teachers held negative implicit attitudes toward challenging behavior and learning (...) Download Export citation Bookmark 2 citations
Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement.Sabine Glock, Anna Shevchuk & Hannah Kleen - 2022 - Frontiers in Psychology 13.details In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers’ implicit attitudes, explicit expectations, and causal attributions also differ between ethnic minority and ethnic majority students—all in a disadvantageous way for ethnic minority students. However, what is not known so far, is how attitudes and causal attributions contribute together to teachers’ judgments. In the current study, we explored how implicit attitudes and causal attributions contribute to (...) Download Export citation Bookmark

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