Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence
Abstract
:1. Introduction
2. Two Facets of Trustworthiness
3. Institution Identification
4. Methods
4.1. Study 1—Italy
4.1.1. Participants
4.1.2. Procedures
4.1.3. Measures
4.1.4. Data Analyses
4.2. Results
4.2.1. Descriptive Statistics and Correlations
4.2.2. Confirmatory Factor Analyses
4.2.3. Manipulation Checks
4.3. Discussion
5. Methods
5.1. Study 2—United States
5.1.1. Participants
5.1.2. Procedures
5.1.3. Measures
5.2. Results
5.2.1. Descriptive Statistics and Correlations
5.2.2. Confirmatory Factor Analyses
5.2.3. Manipulation Checks
5.3. Discussion
6. General Discussion
7. Limitations
8. Implications
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Appendix A.1. Vignette—Incompetent and Uncaring Professor’s Behavior
Appendix A.2. Vignette—Competent and Caring Professor’s Behavior
References
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1 | We conducted two pilot studies to test the effectiveness of the university identification manipulation. A first pilot test with U.S. undergraduates (n = 35) indicated that the instructions for (a) the high identification prime: “Take a moment to remember feelings and thoughts about a specific situation when you felt involved and a part of your university”; and (b) the low identification prime: “Take a moment to remember feelings and thoughts about a specific situation when you did NOT feel involved or a part of your university” led to students in the high identification experimental condition reporting less university identification (M = 4.49; SD = 0.32) in comparison to students in the low identification experimental condition (M = 4.96; SD = 0.37). We adjusted the instructions and tested the new version used in these experiments with 19 Italian undergraduate students. High identification students reported more university identification (M = 5.17; SD = 0.29) in comparison to low identification students (M = 3.70; SD = 0.26). In the second U.S. sample, we included an instructional manipulation check (Oppenheimer et al. 2009). Nine participants did not complete this question correctly but did write appropriate paragraphs for the identification prime manipulation. We kept these participants in the data set. We also tested the effects of the professor’s benevolence and competence on students’ perceptions of the professor’s fairness, goodness as a role model and good results (see in the Supplementary material file). Finally, we measured the mean ratings of university culture provided by participants who completed a second data collection. Results showed that undergraduates from the U.S. viewed their university culture as more horizontally individualistic in comparison to undergraduates from Italy (F (1, 210) = 15.77, p < 0.001, η² = 0.07) and undergraduates from Italy rated their university as slightly more inclined toward vertical collectivism in comparison to undergraduates from the U.S. (F (1, 211) = 3.71, p = 0.06, η² = 0.02). |
Variables | M (SD) | Skewnees | Kurtosis | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|---|
1. Identification | 4.46 (1.41) | −0.24 | −0.95 | 1 | |||
2. Competence | 4.12 (1.91) | −0.01 | −1.06 | 0.15 * | 1 | ||
3. Benevolence | 4.35 (1.62) | 0.02 | −0.71 | 0.07 | 0.72 ** | 1 | |
4. Trustworthiness | 3.60 (2.1) | 0.30 | −1.27 | 0.11 | 0.73 ** | 0.79 ** | 1 |
5. Engagement | 1.76 (1.14) | 1.73 | 2.91 | −0.001 | 0.06 | 0.08 | 0.03 |
Variables | M (SD) | Skewnees | Kurtosis | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|---|
1. Identification | 4.46 (1.41) | −0.24 | −0.95 | 1 | |||
2. Competence | 4.12 (1.91) | −0.01 | −1.06 | 0.11 | 1 | ||
3. Benevolence | 4.35 (1.62) | 0.02 | −0.71 | 0.08 | 0.83 ** | 1 | |
4. Trustworthiness | 3.60 (2.1) | 0.30 | −1.27 | 0.04 | 0.80 ** | 0.85 ** | 1 |
5. Engagement | 1.58 (1) | 1.9 | 3.8 | 0.02 | 0.02 | 0.09 | 0.11 |
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Di Battista, S.; Smith, H.J.; Berti, C.; Pivetti, M. Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence. Soc. Sci. 2021, 10, 18. https://doi.org/10.3390/socsci10010018
Di Battista S, Smith HJ, Berti C, Pivetti M. Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence. Social Sciences. 2021; 10(1):18. https://doi.org/10.3390/socsci10010018
Chicago/Turabian StyleDi Battista, Silvia, Heather J. Smith, Chiara Berti, and Monica Pivetti. 2021. "Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence" Social Sciences 10, no. 1: 18. https://doi.org/10.3390/socsci10010018