Stephen E Newstead
Biographic Data
| ID | 1501774 |
|---|---|
| NAME | Stephen E Newstead |
| GIVEN NAMES | Stephen E |
| FAMILY NAME | Newstead |
| SIGNATURE | NEWSTEAD S E |
| AFFILIATIONS | University of Plymouth |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 3 |
Teachers’ beliefs and intentions concerning teaching in higher education
The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours
267 third-year psychology students from four different UK higher education institutions took part in a study looking at their essay-writing tactics (called 'rules of the game'), cheating behaviours and approaches to studying. The results clearly showed that there was a widespread occurrence of both essay tactics and cheating and that these two types of behaviour correlated positively with each other. The findings relating to approaches to studyin…
The nature and development of student motivation
Aim. The aim of the present series of studies was to investigate what motivates undergraduate students and how their motivation changes during their degree course. The present research investigated both subject specific and generic motivators by asking students what knowledge areas, skills and experiences were important to them. Sample. Study 1: 336 prospective and current undergraduate psychology students at a university in southern England. Stu…
Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied
The computerised records of a large university were analysed in an attempt to determine which variables served as predictors of degree performance. Age was a powerful predictor: mature students gained better degrees on average than younger students; and mature students with non‐traditional qualifications obtained the best degrees of all. Gender, year of graduation, and type of qualification were weak predictors of performance, but degree classifi…
Individual differences in student cheating.
The incidence and causes of cheating were investigated using a questionnaire, consisting of 21 cheating behaviors, which was distributed to students at an English university. Respondents were asked to indicate, confidentially, which of the behaviors they had engaged in. Reported cheating was widespread and some types of cheating (e.g., on coursework) were more common than others. Reported cheating was more common in men than women; more common wi…
A new approach to exploring biases in educational assessment
This paper presents and illustrates an approach to the study of marking biases based on multi-sample confirmatory factor analysis. This is applied to the marks awarded by two independent markers to the final year dissertations of 197 female and 58 male psychology undergraduates. One of the two markers had supervised the work on which the dissertation was based on a one-to-one basis. The results suggest that about 30 per cent of the variance in th…
Undergraduate cheating: Who does what and why
Research on undergraduate cheating behaviour is in its infancy in the UK. The paper reports data from a series of studies across different academic disciplines and different institutions. The first study was designed to assess staff and student perceptions of the seriousness and frequency of different kinds of cheating. This enabled a comprehensive set of cheating behaviours to be developed. A second study utilised this set to elicit self-reports…
Do Verbs Act as Implicit Quantifiers?
A number of studies suggest that verbs can act as implicit quantifiers on the subjects and objects of the sentences in which they are used; thus a sentence such as Children like animals has truth conditions which fall short of the universal. Furthermore, it has been claimed that the quantity implied varies as a function of the type of verb used, for example, whether the verb describes an observable event or a subjective state. The present researc…
The Strange Case of the Disappearing Sex Bias
Bradley (1984) suggested that second markers of student projects, who have less expertise, exhibit a pattern of marking bias whereby female students are marked less extremely than males. Newstead & Dennis (1990) failed to reproduce the pattern of results which prompted this conclusion. Bradley (1993b) suggests that either (i) the second markers in Newstead and Dennis's study may have shown a one‐way bias where females are consistently marked down…
A Study of Two "Quick-and-easy" Methods of Assessing Individual Differences in Student Learning
A study is reported which examined the reliability and validity of two measures of individual differences in learning, a short form of the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) and the Learning Style Inventory (Kolb, 1976). Both of these are short and easy to administer, making them attractive for use in the classroom. The Approaches to Studying Inventory was found to be a potentially useful measure: the predicted factors…
Blind Marking and Sex Bias in Student Assessment
Three studies are reported which investigated the existence of sex bias in the marking of undergraduate degrees. Study 1 failed to find any evidence that females were marked less extremely than males by second markers, as has been found in previous research. Study 2 found that marker disagreements were not resolved upwards more frequently for male candidates, again contradicting the results of some previous research. Study 3 failed to find any of…
The Effect of Response Format on Ratings of Teaching
An experiment is reported in which students rated the effectiveness of their lecturers by using three different types of response format. No differences were found between a scale in which all the points were verbally labelled and one in which only the end points were labelled. However a third scale, in which each point was given a precise percentage label, differed from the other two, and proved to give a more nearly accurate measure of the perf…
The source of intuitive errors in Wason's THOG problem
Two explanations for the intuitive errors that occur in Wason's THOG problem are considered in this paper. The first claims that subjects make an incorrect assumption about the critical properties involved in the rule, but then proceed to reason logically. The second claims that subjects respond on the basis of non‐logical perceptual matching to the properties in the designated positive instance. The results from three experiments gave unequivoca…
Semantic Constraints and Sentence Perception
This study investigates semantic constraints in reversible sentences and their relationship to sentence perception. In Expt. I, subjects were given anagrams of reversible sentences to solve, and any preferences for one version of the sentence over the other were taken to indicate the presence of semantic constraints in that sentence. In the second part of the experiment, subjects were presented with these sentences masked with white noise, and th…
Undergraduate cheating: Who does what and why
Research on undergraduate cheating behaviour is in its infancy in the UK. The paper reports data from a series of studies across different academic disciplines and different institutions. The first study was designed to assess staff and student perceptions of the seriousness and frequency of different kinds of cheating. This enabled a comprehensive set of cheating behaviours to be developed. A second study utilised this set to elicit self-reports…
The nature and development of student motivation
Aim. The aim of the present series of studies was to investigate what motivates undergraduate students and how their motivation changes during their degree course. The present research investigated both subject specific and generic motivators by asking students what knowledge areas, skills and experiences were important to them. Sample. Study 1: 336 prospective and current undergraduate psychology students at a university in southern England. Stu…
A Study of Two "Quick-and-easy" Methods of Assessing Individual Differences in Student Learning
A study is reported which examined the reliability and validity of two measures of individual differences in learning, a short form of the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) and the Learning Style Inventory (Kolb, 1976). Both of these are short and easy to administer, making them attractive for use in the classroom. The Approaches to Studying Inventory was found to be a potentially useful measure: the predicted factors…
A new approach to exploring biases in educational assessment
This paper presents and illustrates an approach to the study of marking biases based on multi-sample confirmatory factor analysis. This is applied to the marks awarded by two independent markers to the final year dissertations of 197 female and 58 male psychology undergraduates. One of the two markers had supervised the work on which the dissertation was based on a one-to-one basis. The results suggest that about 30 per cent of the variance in th…
Semantic Constraints and Sentence Perception
This study investigates semantic constraints in reversible sentences and their relationship to sentence perception. In Expt. I, subjects were given anagrams of reversible sentences to solve, and any preferences for one version of the sentence over the other were taken to indicate the presence of semantic constraints in that sentence. In the second part of the experiment, subjects were presented with these sentences masked with white noise, and th…
The source of intuitive errors in Wason's THOG problem
Two explanations for the intuitive errors that occur in Wason's THOG problem are considered in this paper. The first claims that subjects make an incorrect assumption about the critical properties involved in the rule, but then proceed to reason logically. The second claims that subjects respond on the basis of non‐logical perceptual matching to the properties in the designated positive instance. The results from three experiments gave unequivoca…
The Effect of Response Format on Ratings of Teaching
An experiment is reported in which students rated the effectiveness of their lecturers by using three different types of response format. No differences were found between a scale in which all the points were verbally labelled and one in which only the end points were labelled. However a third scale, in which each point was given a precise percentage label, differed from the other two, and proved to give a more nearly accurate measure of the perf…
Blind Marking and Sex Bias in Student Assessment
Three studies are reported which investigated the existence of sex bias in the marking of undergraduate degrees. Study 1 failed to find any evidence that females were marked less extremely than males by second markers, as has been found in previous research. Study 2 found that marker disagreements were not resolved upwards more frequently for male candidates, again contradicting the results of some previous research. Study 3 failed to find any of…
A Study of Two "Quick-and-easy" Methods of Assessing Individual Differences in Student Learning
A study is reported which examined the reliability and validity of two measures of individual differences in learning, a short form of the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) and the Learning Style Inventory (Kolb, 1976). Both of these are short and easy to administer, making them attractive for use in the classroom. The Approaches to Studying Inventory was found to be a potentially useful measure: the predicted factors…
Do Verbs Act as Implicit Quantifiers?
A number of studies suggest that verbs can act as implicit quantifiers on the subjects and objects of the sentences in which they are used; thus a sentence such as Children like animals has truth conditions which fall short of the universal. Furthermore, it has been claimed that the quantity implied varies as a function of the type of verb used, for example, whether the verb describes an observable event or a subjective state. The present researc…
The Strange Case of the Disappearing Sex Bias
Bradley (1984) suggested that second markers of student projects, who have less expertise, exhibit a pattern of marking bias whereby female students are marked less extremely than males. Newstead & Dennis (1990) failed to reproduce the pattern of results which prompted this conclusion. Bradley (1993b) suggests that either (i) the second markers in Newstead and Dennis's study may have shown a one‐way bias where females are consistently marked down…
Undergraduate cheating: Who does what and why
Research on undergraduate cheating behaviour is in its infancy in the UK. The paper reports data from a series of studies across different academic disciplines and different institutions. The first study was designed to assess staff and student perceptions of the seriousness and frequency of different kinds of cheating. This enabled a comprehensive set of cheating behaviours to be developed. A second study utilised this set to elicit self-reports…
Individual differences in student cheating.
The incidence and causes of cheating were investigated using a questionnaire, consisting of 21 cheating behaviors, which was distributed to students at an English university. Respondents were asked to indicate, confidentially, which of the behaviors they had engaged in. Reported cheating was widespread and some types of cheating (e.g., on coursework) were more common than others. Reported cheating was more common in men than women; more common wi…
A new approach to exploring biases in educational assessment
This paper presents and illustrates an approach to the study of marking biases based on multi-sample confirmatory factor analysis. This is applied to the marks awarded by two independent markers to the final year dissertations of 197 female and 58 male psychology undergraduates. One of the two markers had supervised the work on which the dissertation was based on a one-to-one basis. The results suggest that about 30 per cent of the variance in th…
Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied
The computerised records of a large university were analysed in an attempt to determine which variables served as predictors of degree performance. Age was a powerful predictor: mature students gained better degrees on average than younger students; and mature students with non‐traditional qualifications obtained the best degrees of all. Gender, year of graduation, and type of qualification were weak predictors of performance, but degree classifi…
The nature and development of student motivation
Aim. The aim of the present series of studies was to investigate what motivates undergraduate students and how their motivation changes during their degree course. The present research investigated both subject specific and generic motivators by asking students what knowledge areas, skills and experiences were important to them. Sample. Study 1: 336 prospective and current undergraduate psychology students at a university in southern England. Stu…
The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours
267 third-year psychology students from four different UK higher education institutions took part in a study looking at their essay-writing tactics (called 'rules of the game'), cheating behaviours and approaches to studying. The results clearly showed that there was a widespread occurrence of both essay tactics and cheating and that these two types of behaviour correlated positively with each other. The findings relating to approaches to studyin…
Teachers’ beliefs and intentions concerning teaching in higher education
Psychology (13 works) · Social Psychology (10 works) · Mathematics education (9 works) · Evaluation of Teaching Practices (6 works) · Cognitive psychology (5 works) · Computer Science (4 works) · Higher education (4 works) · Mathematics (4 works) · Student Assessment and Feedback (4 works) · Academic integrity and plagiarism (3 works)