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Motivational Climate Predicts Student Evaluations of Teaching: Relationships Between Students’ Course Perceptions, Ease of Course, and Evaluations of Teaching
AERA Open ( IF 3.427 ) Pub Date : 2022-02-23 , DOI: 10.1177/23328584211073167
Brett D. Jones 1 , Yasuo Miyazaki 1 , Mengyun Li 1 , Stephen Biscotte 1
Affiliation  

Student evaluations of teaching (SETs) are important at most colleges and universities. One purpose of this study was to determine the extent to which motivational climate was associated with SETs. Another purpose was to determine whether course ease was associated with SETs. Participants included 2,949 undergraduate students from 30 courses at a large public university. Using hierarchical linear modeling, we examined the extent to which students’ motivation-related course perceptions (empowerment/autonomy, usefulness, success expectancies, situational interest, and caring) related to SETs at the student and class levels. SETs were highly associated with motivational climate. Furthermore, easier courses were rated lower by students when controlling for motivational climate and the demographical composition of the class. These findings highlight the association between the motivational climate and SETs and suggest that one way to improve SETs may be for instructors to focus on improving the motivational climate rather than making the course easier.



中文翻译:

激励氛围预测学生对教学的评价:学生对课程的认知、课程的难易程度和教学评价之间的关系

学生对教学的评价 (SETs) 在大多数学院和大学中都很重要。本研究的一个目的是确定激励氛围与 SET 相关的程度。另一个目的是确定课程难度是否与 SET 相关。参与者包括来自一所大型公立大学 30 门课程的 2,949 名本科生。使用分层线性模型,我们检查了学生与学生和班级水平的 SET 相关的与动机相关的课程感知(授权/自主、有用性、成功预期、情境兴趣和关怀)的程度。SET 与激励氛围高度相关。此外,在控制动机氛围和班级人口构成时,学生对更简单的课程的评分较低。

更新日期:2022-02-23
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