CONTEXT EFFECTS IN QUALITATIVE STUDENT RE CORDS

There is a lack of studies on judgement effects in verbal student reco rds. Therefore, an experimental study was carried out to prove whether verbal records on one school subject affected the perception of a ver bal record on another school subject. A total of n = 120 subjects read six different verbal records, each of them containing descriptions of achievements in ''German'' and/or ''Mathematics''. Results show signi ficant context effects. A positive achievement in ''German'', presente d together with a negative achievement in ''Mathematics'', was judged more positively than the same verbal record presented together with a positive achievement in ''Mathematics'' or without any context. Simila rly, a negative achievement in ''Mathematics'' was judged worse when i t was presented together with a negative achievement in ''German''. Th ese results are confirmed for affective consequences.