Validity of Student Ratings for Two Affective Outcomes of Introductory Psychology

Abstract

The correlation between student rating of instructor and affective outcomes of instruction was studied in two samples (n = 388 and n = 344) of Introductory Psychology students enrolled in 18 different classes. Correlations were calculated within each class, for students pooled across classes, and between-class means. In general, correlations were positive and of the same magnitude as correlations between student ratings of instructor and cognitive achievement outcomes.