心理学
情境伦理学
班级(哲学)
感知
数学教育
自治
多级模型
课堂气氛
课程(导航)
社会心理学
计算机科学
物理
天文
神经科学
人工智能
机器学习
政治学
法学
作者
Brett D. Jones,Yasuo Miyazaki,Mengyun Li,Stephen Biscotte
出处
期刊:AERA Open
[SAGE]
日期:2022-01-01
卷期号:8: 233285842110731-233285842110731
被引量:23
标识
DOI:10.1177/23328584211073167
摘要
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.
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