The influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction
Bibliographic Data
| ID | 9616555 |
|---|---|
| Authors | Soren Svanum (Indiana University – Purdue University Indianapolis, corresponding author), Carrie Aigner, Carrie J Aigner (0000-0002-0594-2860, Indiana University – Purdue University Indianapolis) |
| Year | 2011 |
| Volume | 81 |
| Issue | 4 |
| Pages | 667-679 |
| Publication date | 2011-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.2010.02011.x |
| PMID | 22050312 |
| OpenAlex | W1892853382 |
| Language | EN |
| Citations received | 7 |
| References cited | 24 |
Background. The positive relation between course grades and student ratings of course satisfaction is well established but controversy continues concerning the magnitude, interpretation, and implications of this association. Aims. This study examined the within course relations of a set of variables often implicated as potential contributors to the grade‐student rating relation. Sample. Two‐hundred and twenty students enrolled in an internet‐based university course. Method. Measures of course mastery and performance goals, expected grades, course effort, cumulative GPA, and final course grade were prospectively collected. The dependent variable was a global measure of course satisfaction obtained at the end of the semester. Results. A path model fit the data very well and all study variables directly or indirectly predicted course satisfaction. Grades had a moderately strong effect, half of which was independent of other model variables. Adjusting for all model variables, students high on mastery course goals evaluated the course more positively whereas students high on performance goals provided less favourable evaluations. Conclusions. Students can assess the same course and instructor in different ways depending upon such factors as their degree of success, their motivations for taking the course, and the amount of effort invested. Course satisfaction, then, can be substantially influenced by factors loosely or unrelated to course or teacher effectiveness
Course (navigation) · Course evaluation · Higher education · Mathematics education · Medical education · Path analysis (statistics) · Statistics · Evaluation of Teaching Practices · Higher Education Research Studies · Mathematics · Psychology · Social Psychology · Student Assessment and Feedback
Self-Efficacy, Satisfaction, and Academic Achievement
What’s in a Name
Creation of the remote learning best practices satisfaction survey
Are Students with LD Impacted by Online Learning Similarly to their Peers? An Investigation from an Expectancy Value Theory Lens
I checked the prof on ratemyprofessors
Continuity and change in self-esteem during emerging adulthood
Learning management systems are great but can they guarantee the acceptability of pure online classes in post-pandemic scenario
Multiple goals, multiple pathways
Applications of Structural Equation Modeling in Psychological Research
Classrooms
A social-cognitive approach to motivation and personality.
Grading leniency is a removable contaminant of student ratings
Navigating student ratings of instruction
Validity concerns and usefulness of student ratings of instruction
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Grading leniency is a removable contaminant of student ratings
Validity concerns and usefulness of student ratings of instruction
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Making students' evaluations of teaching effectiveness effective
I liked your course because you taught me well
Success, failure, attention, and reaction to others
The Making of the Motivated Strategies for Learning Questionnaire
The effects of grades on course enjoyment
| Citations per year | 0.58 |
|---|---|
| Citation span | 2014 - 2026 (13) |
| Highly cited | No |