caa a22 4500 606239383 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-015-9291-0 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9291-0 Saving cognitive resources when possible: the role of judgment consequences and the judgment tendency of other teachers in teachers' assessment of students [Elektronische Daten] [Tamara Marksteiner, Karl Ask, Marc-André Reinhard, Oliver Dickhäuser] The present experimental study explores whether teachers are ‘clever' thinkers when assessing students' credibility, i.e., saving cognitive resources when possible and making accurate judgments. Participants were asked to decide whether student statements about using unfair means during a test were true or deceptive. First, participants' own judgment tendency (a true vs. lie tendency) was manipulated by informing them about the resource-consuming consequences of their judgment, i.e., giving additional explanations for each student statement they judged as being true (vs. a lie). Before actually judging the students' statements they were informed about the judgment tendency of other teachers about the upcoming student statements (true vs. lie tendency of other teachers). It was assumed that participants ‘cleverly' choose a resource-saving judgment tendency and show a true (vs. lie) tendency when additional explanations for their lie (vs. true) judgments were required. Moreover, it was assumed that participants' accuracy rate would be higher if their own judgment tendency opposed the judgment tendency of other teachers. The results indicate that teachers are ‘clever' thinkers. Practical implications are discussed. Springer Science+Business Media Dordrecht, 2015 Student assessment nationallicence Credibility judgments in school nationallicence Social information processing in school nationallicence Teacher judgment tendency nationallicence Cognitive miser nationallicence Flexible thinkers nationallicence Marksteiner Tamara Department of Educational Psychology, University of Mannheim, A5, 668131, Mannheim, Germany aut Ask Karl Department of Psychology, University of Gothenburg, Göteborg, Sweden aut Reinhard Marc-André Department of Psychology, University of Kassel, Kassel, Germany aut Dickhäuser Oliver Department of Psychology, School of Social Science, University of Mannheim, Mannheim, Germany aut Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 735-747 1381-2890 18:4<735 2015 18 11218 https://doi.org/10.1007/s11218-015-9291-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9291-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Marksteiner Tamara Department of Educational Psychology, University of Mannheim, A5, 668131, Mannheim, Germany aut NATIONALLICENCE 700 1- Ask Karl Department of Psychology, University of Gothenburg, Göteborg, Sweden aut NATIONALLICENCE 700 1- Reinhard Marc-André Department of Psychology, University of Kassel, Kassel, Germany aut NATIONALLICENCE 700 1- Dickhäuser Oliver Department of Psychology, School of Social Science, University of Mannheim, Mannheim, Germany aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 735-747 1381-2890 18:4<735 2015 18 11218