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1.
The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses
by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender,
2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation,
6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field
of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data
were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional
model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%)
were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis
specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender,
had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level,
65.8% in course level, and 27.2% of the total variance.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007. 相似文献
2.
《Contemporary educational psychology》2005,30(2):190-206
This study advances two contributions to the study of student evaluations of teaching: (a) a multilevel conceptualization that allows for the simultaneous analysis of individual- and class-level correlates of evaluations and (b) an application of recent social/organizational psychology theory and research on fairness. Thus, this study examined the relative influence of individual- and class-level perceptions of fairness and expected grades on students’ satisfaction with their instructors and with their grades. Multilevel regression showed that, at the individual level, grade satisfaction was significantly related to perceived fairness of the instructor’s grading procedures, the perceived fairness of the expected grades, and the expected grades themselves; instructor satisfaction was significantly related to perceptions of the fairness of grading procedures, the fairness of instructor–student interactions, and the fairness of the expected grades. At the class level, instructor satisfaction was significantly influenced by the average perception of the fairness of interactions. The implications for research on student ratings are discussed. 相似文献
3.
The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored. 相似文献
4.
Margaret A. Parsons 《The Urban Review》1984,16(2):102-115
This study examines changes in the attitudes of parents and students coincident with desegregation in a new single unified school district, with reassignment of both suburban white students and inner-city minority students. Data are presented for the year immediately preceding desegregation implementation and for three years following implementation. The final sample presented includes only those parents and students for whom complete data were available for each of these four years. A repeated measures analysis of variance was used to examine overall changes in racial and educational attitudes across time and to determine the differential impact of several intervening variables, including race, sex, child's grade level at the time of desegregation, which of five former school districts the families were in prior to desegregation, and the parents' perceived social status. Overall changes were found for several parent and student attitudes, largely during the first year of desegregation implementation. Several of the intervening variables were also significantly related to attitude changes, notably race and child's initial grade level. 相似文献
5.
This paper explored (1) the developmental trend of student level of reasoning across grade level in pattern generalization; (2) the mediatory role of task variables in the developmental trend of student level of reasoning within and across tasks; and (3) developmental trend of student level of reasoning associated with strategy use across grade level. A test designed to measure student level of reasoning was given to a sample of 1232 students from grades 4 to 11 from 5 schools in Lebanon. The Structure of the Learned Outcomes or Responses (SOLO) was used as a theoretical model. Results show that student level of reasoning exhibited an increasing trend across clusters of grade levels and that there were several SOLO levels in each cluster of grade levels. Type of task (immediate, near, far) and function type (linear, non-linear) seem to mediate the development of level of reasoning across grade level but the complexity of the task (simple, more complex) did not. Students used several strategies in each cluster of grade levels and the developmental trends of student level of reasoning associated with strategy use were not uniform and varied across clusters of grade levels, thus supporting a neo-Piagetian interpretation of the results. 相似文献
6.
Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes 总被引：1，自引：0，他引：1
The benefits of understanding and promoting student/alumni satisfaction are numerous. While this article draws on previous studies of the determinants of satisfaction in higher education, it has a different research focus. The study investigates the student/alumni satisfaction phenomenon in a consumer satisfaction framework. Results indicate that the formation of satisfaction judgments is a multidimensional process, and that the process is dependent on the degree of goal development that a student has for a particular aspect of his or her educational experience. If students have poorly formed goals for an aspect of education, they are likely to base their satisfaction judgments on institutional performance. If their goals are well formed, they are likely to base satisfaction judgments on the outcomes of the institutional performance. In general, however, student/alumni assessments of satisfaction with higher education are influenced by both the perceived quality of the service provider's performance and the perceived outcomes of that performance.The authors' names are ordered alphabetically to reflect equal contributions. 相似文献
7.
Winston J. Hagborg 《Psychology in the schools》1995,32(1):46-51
One program suggested for personalizing a school's educational program is small group advisory. High school student perceptions of their year-long group advisory program were collected, and high and low student satisfaction groups compared. Satisfied students were more often female, rated their advisory groups as more cohesive, and viewed their teacher advisor as more caring, less directive, and permitting greater student verbal freedom. Also, satisfied students rated their advisory meetings as less often marked by student disruptiveness, more engaging, and less superficial. Notably, student satisfaction was not found to be related to a student's socioeconomic background, performance, or school adjustment, suggesting that group advisory could offer a unique contribution to school life. However, drawing together all student perceptions, reactions to the advisory program were mixed, since students were doubtful about its possible benefits, modestly satisfied, and divided in their desire to continue in the program. The eventual decision to abandon the advisory program at this school is placed within the context of school reform and school change. 相似文献
8.
Lindy A. Wijsman Matthijs J. Warrens Nadira Saab Jan H. van Driel P. Michiel Westenberg 《European Journal of Psychology of Education - EJPE》2016,31(4):595-612
Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary education from a developmental perspective. Participants were 1544 Dutch secondary school students across three grades (grades 7 to 9). To investigate student performance trends, we analysed report card grades by using hierarchical linear modelling with two levels (level 1, time point; level 2, student). Potential moderators to be examined were (1) gender, (2) school type and (3) initial level. A linear decline in report card grades from grade 7 to 9 was found for boys and girls, in all school types, and regardless of initial level. Two variables moderated the steepness of the decline: school type and initial level. Gender and school type had a main effect on performance level. The same pattern was observed for the subset of ‘core subjects’—Dutch, English and mathematics. Motivational and cognitive factors that may explain the performance decline are discussed. 相似文献
9.
Teacher education programmes delivered at a distance: An examination of distance student perceptions
Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally. 相似文献
10.
Gürcü Erdamar 《Educational Research and Evaluation》2013,19(2):69-83
This study aimed to determine the study strategies of student teachers attending vocational education faculties and whether these habits are affected by certain variables (department, year of study, positive perception of university and lecturer, time spent studying). The study sample consisted of a total of 746 student teachers from 5 departments, 380 of whom were freshman students and 366 of whom were senior students. The results revealed that student teachers' study strategies were at a moderate level. Additionally, it was observed that study strategies scores were higher for freshman students than for senior students, for students with a positive perception of university than for those with a negative perception, and for students who studied more than 5 hr weekly than for those who studied 3 hr or less. 相似文献
11.
David Dennie Parul Acharya Deirdre Greer Camille Bryant 《Psychology in the schools》2019,56(5):765-780
The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed. 相似文献
12.
Lynn H. Willett 《Innovative Higher Education》1984,9(1):48-58
Adult student participation and attitudinal variables were examined in a university external capstone degree program utilizing Cross's Chain-of-Response model. Future goal orientation, anticipated educational benefits, attitude toward prior learning, program barriers, and program supports were all examined. Demographic characteristics were cross-tabulated with the responses to the variables and no differences were found. A number of important variables were identified and discussed using Cross's Chain-of-Response model. 相似文献
13.
Self‐determination theory posits that individuals who have basic psychological needs satisfied while engaging in an activity will be more likely to value and persist in that activity. Scholars in this area have also posited that autonomy‐supportive social contexts are top‐down determinants of individual need satisfaction. To understand better the progression from social to motivational to outcome variables, we tested a four‐step path model within a classroom setting. Data were collected from 220 students in an introductory journalism course, which was subdivided into 14 lab sections. Students were surveyed regarding their feelings about the course, the autonomy support of the instructor, the motivation they felt to engage in the course, and the levels of need satisfaction they experienced. Theoretically‐guided structural equation modeling produced a best‐fitting model in which teacher autonomy support predicted more self‐determined student motivation, which along with teacher autonomy support predicted greater student psychological need satisfaction, which led finally to higher predicted course grades and higher teacher‐course evaluations. Overall, the results replicate and significantly extend previous findings regarding need satisfaction and teacher‐course evaluations. Implications for pedagogy and educational interventions are discussed. 相似文献
14.
Emtinan Alqurashi 《Distance Education》2019,40(1):133-148
Student satisfaction is used as one of the key elements to evaluate online courses, while perceived learning is considered as an indicator of learning. This study aimed to explore how online learning self-efficacy (OLSE), learner–content interaction (LCI), learner–instructor interaction (LII), and learner–learner interaction (LLI) can predict student satisfaction and perceived learning. A total of 167 students participated in this study. Regression results revealed that the overall model with all four predictor variables (OLSE, LCI, LII, and LLI) was significantly predictive of satisfaction and perceived learning. The study found that LCI was the strongest and most significant predictor of student satisfaction, while OLSE was the strongest and most significant predictor of perceived learning. However, LLI was not predictive of student satisfaction and perceived learning. This study suggests that instructors employ strategies that enhance students’ OLSE, LCI, and LII. Research is needed to understand how LLI fosters student learning and satisfaction. 相似文献
15.
Bossel Hartmut 《Instructional Science》1974,3(1):23-50
A dynamic computer simulation of the four year college student has been conducted using the methods of system dynamics. Major aims of the study have been: (1) the development of an approach to the simulation of a behavioral system having neither well-defined structure nor easily quantifiable variables and parameters; (2) a better understanding of the mechanisms which control the student's performance in college and the developments leading to a decision to drop out; and (3) the development of a tool for testing the effects of alternative educational and administrative policies on the student.Major variables of the model are the academic performance of the student, his gradepoint average, grade pressure, motivation, frustration, educational achievement, extracurricular education, and the financial situation of the student. Some of the parameters are the quality of the institution, (perceived) relevance of the curriculum, intellectual stimulation both within and without the prescribed curriculum, ability of the student, and his personal goals. The simulation was programmed in DYNAMO. Some results of the simulation are presented. The possible value and validity of qualitative simulation are discussed.This research was conducted while the author was Associate Professor of Mechanical Engineering at the University of California at Santa Barbara. The author is indebted to Dr. John W. Snyder, Vice-Chancellor of the University of California at Santa Barbara for his suggestion of the research topic, and to Alexander Bocast for assistance in the first stages of model formulation. 相似文献
16.
Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed. 相似文献
17.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
18.
The correlation between grades and student satisfaction has been interpreted as providing support for belief in a grading leniency bias hypothesis. That is, easy graders are assumed to receive better evaluations than hard gradersbecause they are easy graders. Howard and Maxwell have demonstrated that the relationship between grades and satisfaction might be viewed as an expected result of important causal relationships of other variables (student motivation and progress in the course) with satisfaction and grades, rather than simply evidence of contamination due to grading leniency. Eighty-three students in a research methodology course provided data at two points in a semester. Cross-lagged panel correlation analysis was employed to ascertain the direction of casuality in the relationship between student satisfaction and grades. The findings replicate the Howard and Maxwell path analytic results in finding no evidence that a grades-influencing-satisfaction interpretation is more likely than its opposite, namely, a satisfaction-causing-grades one. The weak relationship between grades and student satisfaction, and the study's inability to find evidence to impugn a satisfaction-causing-grades interpretation of that relationship, renders the grade contamination objection to student evaluations even less poignant. 相似文献
19.
Bruce A. Reinig Ira Horowitz Gerald E. Whittenburg 《Decision Sciences Journal of Innovative Education》2011,9(1):27-47
We examined student attitudes toward a team‐based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were generally positively disposed toward the learning method and recognized its benefits in terms of developing teamwork skills. A regression analysis of student responses to an instrument distributed directly after each of four quizzes given over the course of a semester leads to the inferences that satisfaction with the method depends minimally upon the immediate feedback provided by student performance on a quiz and more critically upon student perceptions of how it has enhanced their PS. There is also shown to be a strong carryover effect in satisfaction with the method in successive uses. The results suggest that student attitudes are shaped by multiple, high‐level goals, and not just scholastic performance. The study also evidences the need to study learning interventions over multiple uses rather than through a one‐shot design. 相似文献
20.
Frank D. Tallman 《The American journal of distance education》2013,27(2):43-57
Abstract Correspondence education can provide college‐level instruction that is efficient, economical, and sensitive to the changing needs of traditional and adult learners. However, to ensure the development of the educational environment necessary for effective education to occur, providers need to be aware of factors that contribute to student satisfaction and persistence in correspondence education. This article examines the relationship between student satisfaction and course completion in relation to the provision and perceived quality of instructional and student‐support services. 相似文献