Open-mindedness facets show no significant unique associations with student-rated teaching quality or teacher enthusiasm in bifactor-(S-1) models¶

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

Subclaims¶

q2 i? Despite positive bivariate correlations of open-mindedness, aesthetic sensitivity, and creative imagination with student support and teacher enthusiasm, the bifactor-(S-1) model failed to reveal any significant unique associations between these facets and the criteria. → 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 · i? · associational · r?

Open-mindedness bifactor-(S-1) MSEM in the Croatian sample; the article reports that although the domain and its facets correlated positively with student support and teacher enthusiasm bivariately, the model "failed to reveal any significant unique associations". Equivalence was not tested.

"the bifactor-(S-1) model failed to reveal any significant unique associations between personality facets and analyzed criteria."

Discussion¶

Related Claims¶

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• 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
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• 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
• 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