Analyse du ton émotionnelle des évaluations de l'enseignement par les personnes étudiantes
DOI :
https://doi.org/10.21432/cjlt28695Mots-clés :
académie, ton émotionnel, évaluation de l'enseignement par les personnes étudiantes, évaluations par les personnes étudiantesRésumé
L’évaluation écrite des professeures et professeurs réalisée par les personnes étudiantes (N = 600) a été examinée pour déterminer le ton émotionnel des mots utilisés pour les évaluer. À l’aide du dictionnaire Dictionary of Affect (DOA ; Whissell, 2009), les mots d’évaluation (N = 26,764) téléversés sur le site web Rate My Professors entre 2018 et octobre 2023 ont été mesurés pour leur caractère agréable, leur activation et leur imagerie. Dans l’ensemble, le ton émotionnel de l’évaluation écrite réalisée par les personnes étudiantes était très proche de la définition de l’anglais courant du DOA (M = 50) pour les trois catégories : caractère agréable (M = 51,1, SD = 6,3), activation (M = 52,2, SD = 4,8) et imagerie (M = 50,2, SD = 7,4). Les résultats indiquent que les évaluations écrites étaient uniformes en termes d’expression et du ton émotionnel : ni très agréables/désagréables, ni actives/passives, ni imagées/abstraites.
Bien que des relations significatives aient été trouvées avec la qualité de la personne enseignante et les notes de difficulté, le nombre de mots dans l'évaluation et le genre de la personne enseignante, toutes les associations avaient des forces de corrélation faibles et des tailles d’effet faibles, ce qui indique que les variables pourraient ne pas être des prédicteurs forts du ton émotionnel des évaluations réalisées par les personnes étudiantes. Si les évaluations écrites réalisées par les personnes étudiantes ne sont pas chargées d’émotion, il est possible de réduire les sentiments négatifs que les personnes enseignantes attachent au processus.
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