Expectancy Theory Outcomes and Student Evaluations of Teaching

Autor/in	Ernst, David
Titel	Expectancy Theory Outcomes and Student Evaluations of Teaching
Quelle	In: Educational Research and Evaluation, 20 (2014) 7-8, S.536-556 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2014.997138
Schlagwörter	Student Evaluation of Teacher Performance; Theories; Focus Groups; Student Motivation; Response Rates (Questionnaires); College Students; Grounded Theory; Student Attitudes + Suchen Sie Ihr Suchwort? Theory; Theorie; Schulische Motivation; Antwortkontrolle; Collegestudent; Schülerverhalten
Abstract	As student evaluation of teaching (SET) instruments are increasingly administered online, research has found that the response rates have dropped significantly. Validity concerns have necessitated research that explores student motivation for completing SETs. This study uses Vroom's [(1964). "Work and motivation" (3rd ed.). New York, NY: John Wiley & Sons] expectancy theory to frame student focus group responses regarding their motivations for completing and not completing paper and online SETs. Results show that students consider the following outcomes when deciding whether to complete SETs: (a) course improvement, (b) appropriate instructor tenure and promotion, (c) accurate instructor ratings are available to students, (d) spending reasonable amount of time on SETs, (e) retaining anonymity, (f) avoiding social scrutiny, (g) earning points and releasing grades, and (h) being a good university citizen. Results show that the lower online response rate is largely due to students' differing feelings of obligation in the 2 formats. Students also noted that in certain situations, students often answer SETs insincerely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01