AbstractThis study examines the influence of mood on student evaluations. A multivariate analysis technique, multiple classification analysis, reveals mood to be unrelated to student ratings of teachers. Mood does bear, however, a slight relationship to a grading and grading policies dimension. It may be that mood may influence one's reaction to an evaluation of oneself but bear little relationship to elements of the teaching situation unrelated to self.
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J Comer (1980) studied this question.
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