教学质量的定位 - - 大学生的评分是如何定位的?
Charlott Rubach1, Luise von Keyserlingk2, Jutta Heckhausen3
1Institut für Schulpädagogik Und Bildungsforschung, Universität Rostock, Rostock, Germany.
The British journal of educational psychology
|July 8, 2025
概括
学生对教学质量的评分 (INQ) 受课程的具体情况和学生的动机的影响. 较高的学生成功预期和兴趣与不同教学情况中更积极的INQ评分相关.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
- 学生的评估 学生的评估
背景情况:
- 学生的评分通常评估课堂过程.
- 评级反映了客观情况和评级者的特点.
- 在高等教育中对这些因素的研究有限.
研究的目的:
- 在不同教学环境中调查教学质量 (INQ) 评级的变化.
- 检查动机信念对INQ评级的影响.
主要方法:
- 使用单特征多态 (STMS) 模型来分析INQ变异.
- 评估评级的一致性和跨课程和时间的情况特异性.
- 相关的动机信念与一致的评级组件 (人体效应).
主要成果:
- 在同一过程中随着时间的推移观察到的高INQ评级一致性.
- 在不同课程中,一致性下降,受感知课程难度和重要性的影响.
- 对成功和利息价值的更高期望与INQ评级有积极的相关性.
结论:
- 学生的INQ评分取决于背景,由课程和评分者的特点塑造.
- 超越情境因素的动机信念独特地为INQ评级做出了贡献.
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