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¶

Claim · All claims
Evidence · 2 studies · 2 associational r2–r3 · q2 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 In the bifactor-(S-1) model, the general organization reference factor was weakly but negatively related to cognitive activation (β = -.097), student support (β = -.082), and teacher enthusiasm (β = .099 as printed). → Burić 2023 q2 i? After adding years of teaching experience and class-average achievement as covariates, these negative organization associations became statistically non-significant. → Burić 2023 (2)

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 · i0 · associational · r2

Conscientiousness bifactor-(S-1) MSEM; the article reports the general organization reference factor "weakly but negatively related to cognitive activation" and student support, with the printed coefficients, and suggests students may perceive preference for order and structure as less desirable.

"the general organization reference factor was weakly but negatively related to cognitive activation (β = -.097, p = .008), student support (β = -.082, p = .024), and teacher enthusiasm (β = .099, p = .022)."

Burić 2023 (2)¶

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 · r3

Covariate-adjusted bifactor-(S-1) models adding years of teaching experience and class-average school grade; the organization effects "became statistically non-significant". The article attributes this to organization being negatively related to class average achievement (β = -.111, p = .003) and positively to experience (β = .104, p = .005).

"after controlling for the covariates, negative relationships between the general organization reference facet and cognitive activation, student support, and teacher enthusiasm became statistically non-significant (β = -.057, β = -.036, and β = -.048, ps > .05, respectively)."

Discussion¶

Related Claims¶

• Open-mindedness facets show no significant unique associations with student-rated teaching quality or teacher enthusiasm in bifactor-(S-1) models — related
• 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
• The general compassion reference factor uniquely predicts only student support, while the trust facet incrementally predicts teacher enthusiasm — 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 — a broader claim this one bears on