The general compassion reference factor uniquely predicts only student support, while the trust facet incrementally predicts teacher enthusiasm¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Once variance shared with respectfulness and trust was partialized out, the general compassion reference factor was positively related only to student support (β = .129). → Burić 2023 q2 i1 Trust showed incremental value in explaining teacher enthusiasm (β = .120) over and above the general compassion reference factor. → Burić 2023

Evidence¶

Burić 2023¶

Burić, Irena, Butković, Ana and Kim, Lisa (2023) Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm. Learning and Instruction. 101827. https://doi.org/10.1016/j.learninstruc.2023.101827

q2 · i1 · associational · r2

Agreeableness bifactor-(S-1) MSEM in the same Croatian sample; although compassion correlated with all criteria bivariately, the model showed the general compassion factor "positively related only to student support". A second printed result reports trust's incremental value for teacher enthusiasm (β = .120, p = .036).

"the general compassion reference factor was positively related only to student support (β = .129, p = .002)."

Discussion¶

Related Claims¶

• The general sociability reference factor uniquely and positively predicts student-rated classroom management, student support, and teacher enthusiasm, while assertiveness and energy level add no unique prediction — related
• Open-mindedness facets show no significant unique associations with student-rated teaching quality or teacher enthusiasm in bifactor-(S-1) models — related
• The general organization reference factor is weakly negatively related to cognitive activation, student support, and teacher enthusiasm, but these associations become non-significant after controlling for covariates — related
• Emotional volatility shows small marginally significant incremental positive associations with cognitive activation, classroom management, and teacher enthusiasm, and the general anxiety factor is weakly negatively associated with classroom management — related
• Bifactor-(S-1) models of teacher Big Five personality fit student and teacher data better than single-domain or three-facets models — related