Lawrence A Roche

Biographic Data

ID5180392
NAMELawrence A Roche
GIVEN NAMESLawrence A
FAMILY NAMERoche
SIGNATUREROCHE L A
AFFILIATIONSWestern Sydney University
VERIFIEDNo
TOTAL WORKS11
TOTAL CITATIONS37
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1993
LATEST PUBLICATION YEAR2000
H-INDEX3

  • Effects of grading leniency and low workload on students' evaluations of teaching

    Herbert W Marsh, Lawrence A RocheARTICLEJournal of Educational Psychology2000

    Two studies debunk popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. A workload bias is untenable because the workload-SET relation is positive. The small grade-SET relation (.20 for overall ratings) has many well-supported explanations that do not involve bias. Some SET factors (e.g., Organization, Enthusiasm) are unrelated to grades, and the highest relation is with Learning…

  • Reply upon SET research

    Herbert W Marsh, Lawrence A RocheARTICLEAmerican Psychologist1999

  • Reply upon SET research

    Herbert W Marsh, Lawrence A RocheARTICLEAmerican Psychologist1999

  • Workload, grades, and students' evaluations of teaching

    Lawrence A Roche, Herbert W MarshARTICLEAmerican Psychologist1998

  • Workload, grades, and students' evaluations of teaching

    Lawrence A Roche, Herbert W MarshARTICLEAmerican Psychologist1998

  • Making students' evaluations of teaching effectiveness effective

    Herbert W Marsh, Lawrence A RocheARTICLEAmerican Psychologist1997

    This article reviews research indicating that, under appropriate conditions, students' evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases (e.g., grading le…

  • Cultural Perspectives on School Motivation

    Open AccessDennis M Mcinerney, Lawrence A Roche et al.ARTICLEAmerican Educational Research…1997Cited by: 10References: 25

    The aim of this research was to determine whether the goals held by students from diverse cultural backgrounds differ and to determine the relationship of these goals to school motivation and achievement. Participants completed a self-report instrument (the Inventory of School Motivation) based on goal theory. Confirmatory factor analyses were conducted to establish the adequacy of the instrument for use across the selected groups. Group differen…

  • The Effects of Gifted and Talented Programs on Academic Self-Concept

    Open AccessHerbert W Marsh, Danuta Chessor et al.ARTICLEAmerican Educational Research…1995Cited by: 17References: 32

    Participation in gifted and talented (G&T) programs is predicted to have negative effects on academic—but not nonacademic—self-concept on the basis of social comparison theory and Marsh’s big-fish-little-pond effect (BFLPE). In two studies, students in G&T programs experienced systematic declines in three components of academic self-concept (Reading, Math, School) over time and in relation to matched comparison students in regular mixed ability c…

  • Physical Self-Description Questionnaire

    Herbert W Marsh, Garry E Richards et al.ARTICLEJournal of Sport and Exercise…1994

    Two samples of high school students ( n = 315 and n = 395) completed the new Physical Self-Description Questionnaire (PSDQ). Confirmatory factor analysis (CFA) was used to demonstrate support for the 11 scales of physical self-concept (Strength, Body Fat, Activity, Endurance/Fitness, Sport Competence, Coordination, Health, Appearance, Flexibility, General Physical Self-Concept, and Self-Esteem) that the PSDQ is designed to measure, the replicabil…

  • The Use of Students' Evaluations and an Individually Structured Intervention to Enhance University Teaching Effectiveness

    Herbert W Marsh, Lawrence A Roche et al.ARTICLEAmerican Educational Research…1993

    The present investigation evaluates the effectiveness of students’ evaluations of teaching effectiveness (SETs) as a means for enhancing university teaching. We emphasize the multidimensionality of SETs, an Australian version of the Students’ Evaluations of Educational Quality (Marsh, 1987) instrument (ASEEQ), and Wilson’s (1986) feedback/consultation intervention. All teachers (N = 92) completed self-evaluation surveys and were evaluated by stud…

  • The Use of Students’ Evaluations and an Individually Structured Intervention to Enhance University Teaching Effectiveness

    Open AccessHerbert W Marsh, Lawrence A Roche et al.ARTICLEAmerican Educational Research…1993Cited by: 10References: 26

    The present investigation evaluates the effectiveness of students’ evaluations of teaching effectiveness (SETs) as a means for enhancing university teaching. We emphasize the multidimensionality of SETs, an Australian version of the Students’ Evaluations of Educational Quality ( Marsh, 1987 ) instrument (ASEEQ), and Wilson’s (1986) feedback/consultation intervention. All teachers (N = 92) completed self-evaluation surveys and were evaluated by st…