Characteristics of Unfamiliar People Personality in the Assessments of Observers with Different Teaching Experience

The study analyzes the professional ability of teachers to accurately perceive and evaluate the student’s personalities. Teachers with varying levels of professional experience (1–4 years and 5 years and above) as well as individuals without teaching experience were recruited for this study. Video recordings of the behavior of six posers (three women and three men) during an interview were used as stimuli. From the video recordings, fragments lasting 1 minute were extracted, containing the poser’s speech and their responses to the interviewer's questions. The audio track in the video clips was removed. Participants, both with and without pedagogical experience, evaluated the posers using a specially designed semantic differential that included 25 scales. These scales describe various aspects of personality as self-regulation, organizational and communication skills, empathy, and more. Prior to this evaluation, participants had been assessed using the same semantic differential scales. Subsequently, they were asked to rate, on a ten-point scale, the success of their current or potential professional activity as a teacher in high school, college, and university. The forecast of potential teaching activities was also conducted in relation to the posers being assessed. The results of the study in all groups showed that the mean scores on the scales did not differ significantly. The method of semantic universals made it possible to identify the characteristics of each of the posers. The sets of semantic universals varied, but participants with different professional backgrounds highlighted different sets of characteristics. However, a number of characteristics were consistently emphasized in all groups. A similar factor structure was obtained, containing four common factors: factor 1 “responsiveness”, factor 2 “discipline”, factor 3 “activity” and factor 4 “stress resistance”, i.e. we can say that the perception of an unfamiliar poser by all individuals is based on the same latent variables. However, factor 4 “stress resistance” has the greatest weight in the group of teachers with extensive teaching experience (5 years and more).

Introduction

The studies of interpersonal communication in the course of professional activity hold a special place in psychological science, as it indicates the communicative competence of specialists in a wide variety of professions. Thus, in pedagogical occupation, a teacher needs to monitor constantly the situation in the classroom and make a variety of decisions that mainly depend on the behavior of students [Borko, 2008]. Some researchers even note that the main specificity of a teacher’s work lies in the need to continuously observe students’ behavior and track their reactions [Clarridge, 1991; Shulman, 1986]. Based on this, of particular interest to researchers is the ability of a teacher to perceive and adequately interpret not only the students’ behavior, but also their individual and personal characteristics.

A number of authors have studied how accurately teachers assess the characteristics of students, with the main focus on judgments about their individual cognitive or motivational and affective characteristics [Kaiser, 2013]. The studies have shown that teachers assess students’ academic knowledge more accurately than their general cognitive abilities, self-esteem, or interest. In addition, teachers tend to perceive students holistically and to mix up different student characteristics when asked to evaluate, for example, only student performance or motivation [Südkamp, 2018].

In other studies, student profiles obtained from teacher assessments were compared with student self-assessments [Huber, 2018; Südkamp, 2018]. These studies have shown that teachers consistently tend to rate their students’ performance in a predominantly homogeneous manner, as “generally strong”, “generally weak”, and most often “generally average”. However, the profiles obtained from student assessments are much more varied, including contradictory patterns such as underestimation, overestimation, or lack of interest [Huber, 2018].

The studies of the accuracy of teachers’ assessment of individual characteristics of students have shown that teachers assess self-esteem, motivation for learning, and positive and negative emotions of students with low to moderate accuracy [Carr, 1991; Givvin, 2001; Spinath, 2005]. No evidence was found for a general ability to accurately assess students’ personality traits: most correlations between different components of accuracy within a trait, and the same components between traits, were insignificant [Spinath, 2005]. Four factors have been revealed based on the description of personal characteristics of students by their school teachers: behavior in the classroom; dominance; physical health; sense of beauty [Greaney, 1974].

The first impression that a teacher forms of students, as well as their expectations and prejudices, can affect further interaction during the educational process and the academic performance of students.

As the length of teaching experience increases, a number of personal characteristics of teachers can change significantly [Il'in, 2009]. In particular, in the first years of service, school teachers have a reduced tendency to experience the emotion of joy, but an increased tendency to experience sadness, fear, and anger. As the length of service increases, this tendency changes to the opposite [Syritso, 1997]. Also, as the length of service of school teachers increases, their empathy increases, but emotional burnout becomes more pronounced, and latent aggression increases [Panova, 2009].

The present study was conducted in the paradigm of “thin slices” of human behavior and activity [Ambady, 1993; Ambady, 1992; Murphy, 2021]. This approach is well-established in psychology, sociology, medicine and communication studies [Ambady, 2000; Murphy, 2015; Slepian, 2014]. It is based on the phenomenon that an adequate representation of ​​an unfamiliar person’s personality can be formed on the basis of a short-term exposure to their non-verbal behavior. Such thin “slices” of behavior provide evolutionarily significant and ecologically valid information about the possibility of interaction and communication with a given interlocutor, or the need to avoid them [Zebrowitz, 2012; 37]. Significant theories of interpersonal perception, such as the lens model, the ecological approach, and others, consider the “thin slices” approach as an effective and adequate way to study a person in specific life situations. It has been shown that key personality traits are unconsciously manifested in nonverbal behavior [20–24; 31]. According to studies, thin sections allow for a reliable and valid assessment of the behavior of an unfamiliar person [Murphy, 2015].

Unlike previous studies, our aim was to study the peculiarities of perception and assessment of personal traits of strangers made by teachers with different professional experience. The importance to study the first impression of teachers is in the first impression of students that the teacher forms, as well as their expectations and prejudices, that can affect further interaction during the educational process and the academic performance of students. A set of personality traits that, according to experts, are significant during the educational process, were used as individual psychological characteristics. We were interested in whether the perception and assessment of personality would change depending on the length of professional service of a teacher. If the professional experience indeed changes the first impression, we expect to obtain differences between the groups of novices and experienced teachers. If the first impression is not related to the professional experience of a teacher, similar assessment profiles are expected for all groups of participants.

Methods

Participants. One-hundred and five people (115 women and 20 men aged 19 to 71 years, median age 35 years) took part in the study. They were students and teachers of Moscow universities, and had normal or corrected-to-normal vision. Based on their teaching experience, the participants were divided into three groups:

• participants with no teaching experience (84 people: 71 women and 13 men; age 19–53, median 32 years);
• participants with less than 5 years of teaching experience (23 people: 20 women and 3 men; age 24–50, median 38 years);
• participants with 5 years or more of teaching experience (28 people: 24 women and 4 men; age 29–71, median 40 years).

Stimuli and apparatus. We recorded videos of six people (three women and three men) who were interviewed by a researcher. They were students of second higher education (Psychology), and had different occupations. We aimed at recording their natural non-verbal behavior during an autobiographical interview. They answered questions asked by the interviewer, who sat in a chair in front of them at a distance of 150 cm. We used Panasonic HC-V720MEE video cameras (Full HD, shooting frequency 50 Hz) to record the communication process from different points of view. The camera filming the interviewee’s face was located at a distance of 200–250 cm at their eyes level. The face and shoulders of the interviewee were filmed at three-quarter. We extracted 1-minute fragments from the resulting video recordings, that included the interviewee’s answers to the interviewer’s questions. The sound track in the video fragments was deleted. As the main objective of the current study was to examine the ability of teachers with different teaching experience to determine the individual psychological characteristics of unfamiliar people based on their non-verbal behavior, the interview was used as a model communication situation in which the non-verbal component of communication is expressed clearly. Therefore, the particular content of the interview is not a significant factor in the study.

Procedure. The study was conducted online using jspsych 6.3.0. The stimuli were presented via a web browser in full-screen mode, and the participants’ responses were recorded. The technical requirements included a minimum screen resolution of 800×600 pixels and usage of a computer or laptop. The procedure included two parts. First, participants provided information about their gender, age, occupation, and teaching experience. Then they were asked, using scale from -3 to +3, to complete a self-assessment on bipolar scales that were prepared on the basis of scientific literature about the leading professionally important qualities of a teacher [Zimnyaya, 2000]. The scales describe various aspects of personality associated with self-regulation, organizational and communicative abilities, empathy, etc. [Korolkova, 2023]. The scales for the semantic differential were selected based on the ideas about the leading professionally important qualities of a teacher. Initially, the widest possible list of such qualities was formed, then synonyms were excluded from it. Then the list was reviewed by experts (experienced teachers), and the least relevant qualities were excluded. Despite the fact that formal validation was not carried out, we conducted a pilot study to refine the initial list. The final list included the following 25 bipolar seven-point scales: “attentive – inattentive”; “disciplined – undisciplined”; “friendly – unfriendly”; “initiative – uninitiative”; “critical – uncritical”; “loving children – not loving children”; “observant – unobservant”; “sociable – unsociable”; “objective – inobjective”; “optimistic – pessimistic”; “responsible – irresponsible”; “responsive – unresponsive”; “far-sighted – short-sighted”; “independent – dependent”; “able to see the potential of others – unable to see the potential of others”; “capable of self-regulation – incapable of self-regulation”; “empathetic – lacking empathy”; “able to lead – unable to lead”; “fair – unfair”; “striving for self-development – not striving for self-development”; “stress-resistant – not stress-resistant”; “tactful – tactless”; “demanding – undemanding”; “sensitive – insensitive”; “energetic – passive”. Then the participants were asked to rate on a ten-point scale the success of their current (or give a forecast of possible) professional activity as a teacher in educational institutions of different levels: at school, college and university.

Next, the participants were sequentially shown video clips of people undergoing interview, in randomized order. The video clips lasted 1 min and were shown without sound. The participants’ task was to assess each interviewee using the same scales that were used at the first stage of the study, and to predict the success of the person’s possible professional activity as a teacher. Each video was shown only once. The linear dimensions of the stimuli were 500×500 pixels. Before the video clips began, a fixation cross was shown in the center of the screen (duration 1 s), and after the end of the video clip, a blank light-gray screen was shown (duration 200 ms).

Data analysis. We used Statistica 10 and R 3.6.3 to analyze the data. In each of the three groups of participants, the structure of the assessments was revealed using Factor analysis (Principal components method) with Varimax normalized rotation. A comparison of assessments between different groups of participants was conducted using the Mann–Whitney U test with the Benjamini–Hochberg correction for multiple comparisons. Additionally, we used the method of semantic universals to analyze the responses [Artem'eva, 1980; Serkin, 2008]. A semantic universal for a given stimulus is a list of evaluations that are rated similarly by a significant majority of a homogeneous group of subjects [Serkin, 2008, p. 259]. It is a data-driven structure of presenting experimental data, which has an advantage over formal mathematical models, based on the properties of a set of real numbers and the conditions for the applicability of quantitative methods [Serkin, 2008, p. 22].

Results

Self-assessment of personal qualities, performed by teachers with different professional experience, were compared using U Mann–Whitney test. The results showed significantly higher results in the most experienced teachers, compared to participants with no experience, on the following scales: “observant – unobservant” (U = 1522; p = .012); “objective – inobjective” (U = 1504; p = .017); “fair – unfair” (U = 1454.5; p = .039), however, after applying the correction for multiple comparisons, the differences became non-significant. Also, compared to participants with no experience, teachers with the most experience rated higher the success of their professional activity as a university teacher (U = 738.5; p = .003). No significant differences were found between the groups of participants with little and much experience, as well as between teachers with little experience and the control group.

The semantic universals were identified based on the results of self-assessment. Two of them coincide in all groups of participants: “striving for self-development” and “not stress-resistant”. Additionally, in the group of participants without teaching experience, we revealed the universals “responsible” and “empathetic”.

The comparison of personality assessments of the interviewees between different groups of participants using the Mann–Whitney U criterion did not reveal any significant differences (all ps>.05).

The method of semantic universals allowed us to identify the characteristics of each of the interviewees, similarly assessed by a significant majority of the homogeneous group of subjects. The results are presented in Table 1. As in our previous work [Lupenko, 2023], the sets of the semantic universals vary depending on the poser. Participants with different professional experience identify different sets of characteristics of the unfamiliar people. At the same time, a number of characteristics are consistently identified by all groups of subjects.

Table 1. Semantic universals identified during the assessment of the interviewees by participants with different professional experience

Note. For each interviewee, the universals that coincide in the three groups of observers are shown in bold.

Factor analysis revealed four factors common for all groups of participants. The results are presented in Tables 2–4.

Factor 1 (contribution to the total variance: 22.6% – control group; 20.3% – teachers with 1 to 4 years of experience; 20.0% – teachers with 5+ years of experience) is interpreted as “responsiveness”. It includes high loadings on the variables: “friendly – ​​unfriendly”, “loving children – not loving children”, “responsive – unresponsive”, “empathetic – lacking empathy”, “sensitive – insensitive”.

Factor 2 (contribution to the total variance: 17.8% – control group; 16.0% – teachers with 1 to 4 years of experience; 20.6% – teachers with 5 years of experience and above) is interpreted as “discipline” and includes high loadings on the variables: “attentive – inattentive”, “disciplined – undisciplined”, “observant – unobservant”, ”responsible – irresponsible”.

Factor 3 (contribution to the total variance: 14.5% – control group; 23.4% – teachers with 1 to 4 years of experience; 15.6% – teachers with 5+ years of experience) is interpreted as “activity” and includes high loadings on the variables: “initiative – uninitiative”, “sociable – unsociable”, “able to lead – unable to lead”, “energetic – passive”.

Factor 4 (contribution to the total variance: 1% – control group; 1% – teachers with experience from 1 to 4 years; 12.8% – teachers with 5+ years of experience) is interpreted as “stress resistance”. It includes high loadings on the variables: “capable of self-regulation – incapable of self-regulation” and “stress-resistant – not stress-resistant”.

Table 2. Factor loadings (control group)

Note. Loadings >.6 are highlighted in bold.

Table 3. Factor loadings (group of teachers with experience from 1 to 4 years)

Table 4. Factor loadings (group of teachers with 5+ years of experience)

Since the contribution of a factor to the total variance of results is an indicator of its power, we can say that for the control group (participants without teaching experience), the most important is factor 1 “responsiveness”, i.e. the characteristics included in this factor are the most important and essential for pedagogical activity, according to the participants. For the second group (teachers with 1–4 years of experience), the most important characteristics are those included in factor 3 “activity”. For the group of experienced teachers (teaching experience of 5 years or more), the most important are the characteristics included in factor 2 “discipline” and factor 1 “responsiveness”. Thus, as the duration of teaching experience increases, the ratio of the contribution of each of the identified factors changes.

Notably, factor 4, which has a low contribution to the total variance (1%) in the group of participants without experience and in the group with 1–4 years of teaching experience, becomes more powerful in the case of experienced subjects (5 years of teaching experience or more), i.e. such characteristics as stress resistance and the ability to self-regulate are more important qualities to this group of subjects, and more experienced teachers pay attention to them. We assume that these same individual psychological characteristics, which are part of the representation of another person, are important for the professional activities of teachers. This factor was also identified in our previous work [Lupenko, 2023] when using the “Personality Differential” method on a group of teachers with 5+ years of experience. Thus, since the same factor is identified with different versions of the semantic differential, it can be assumed that the results obtained in the current study reflect a stable semantic structure of the perception of an unfamiliar person by experienced teachers.

Discussion

The results of the current study indicate that in all groups of participants, regardless of their teaching experience, the average profiles of assessments do not differ significantly.

A similar factor structure is distinguished in all groups, containing four common factors: factor 1 “responsiveness”, factor 2 “discipline”, factor 3 “activity” and factor 4 “stress resistance”, i.e. we suggest that the perception of an unfamiliar model by all subjects is based on the same latent variables. However, when analyzing the contribution of each factor to the overall dispersion of the results, we revealed differences as the length of teaching experience increases. In particular, factor 4 “stress resistance” has the greatest weight in the group of teachers with extensive teaching experience (5 years or more), i.e. it can be assumed that the variables included in this factor become more important for this group than for the control group and the group with low professional experience (1 to 4 years), which is consistent with previously obtained data [Lupenko, 2023].

The key role of stress resistance in the effectiveness of the professional activity of teachers is confirmed by a number of other studies. Stress resistance, or emotional stability, is considered a professionally important quality that influences the productivity of pedagogical activity and contributes to the personal realization of the teacher [Aminov, 1988; Baranov, 2002; Rean, 1997]. The structure of stress resistance of teachers includes such components as balance, activity, desire for self-development, ability to set goals and achieve results, communication skills, etc. [Vizitova, 2012]. Teachers who are highly successful in their professional activity have a more effective adaptation to stress, while less successful ones experience “pseudo-adaptation” [Baranov, 2002]. It has also been shown that young teachers with up to three years of experience, who have a higher level of stress resistance, implement more productive styles of pedagogical activity, which indicates a higher level of their professional realization [Miklyaeva, 2016].

Semantic universals, which reflect for a given stimulus a set of scale ratings, equally assessed by a significant majority of a homogeneous group of subjects, indicate that in all groups of subjects, different posers are assessed differently, but the distinguished individual characteristics of a particular model are present in all three groups of subjects. We suggest that such characteristics remain stable in the perception of a given person.

Conclusion

1. Observers are able to assess the personality of a stranger based on their video recording during an interview.
2. The set of semantic universals obtained in the assessments of varies with the teaching experience. At the same time, a number of semantic categories, such as “sociable”, “friendly”, “stress-resistant”, remain unchanged for individual posers, as in our previous study.
3. A similar structure of assessment of posers in all study groups was obtained. Four common factors were identified: factor 1 “responsiveness”, factor 2 “discipline”, factor 3 “activity”, factor 4 “stress resistance”.
4. In the group of experienced teachers (experience of 5 years or more), factor 4 “stress resistance” is more powerful (contribution to total variance 12.7%), compared to the groups without teaching experience and with experience from 1 to 4 years (contribution to total variance 1%). Perhaps, the characteristics included in this factor become more significant for the more experienced teachers than for the control group and the group with little professional experience (1 to 4 years), which is consistent with the previously obtained data.

To conclude, the hypothesis about the influence of teaching experience on the perception of personality traits of an unfamiliar person is partially confirmed. We further plan to analyze the relationship between the assessments of the models’ professional success prediction and the assessments of their individual psychological characteristics, to reveal which personality traits are the most professionally important qualities, according to teachers.

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