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ERIC Number: ED210572
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
Student Evaluations of Psychology Instructors.
Frances, Susan J.; Gruber, Mary B.
Because student ratings of their instructors are frequently used by colleges in making personnel decisions and because a variety of course, student, and instructor characteristics may be significantly related to these ratings, academic departments should investigate their student evaluation process. Responses on 1292 student evaluation of instruction questionnaires collected in 81 university psychology classes were analyzed. Factor analysis of the evaluation items yielded two factors which were named "instructor evaluation" and "student motivation." Multiple regression analysis identified several instructor, student, and course characteristics which were significant predictors of these factor scores when the effects of other characteristics were held constant. The variables"expected grade in course,""instructor age," and "instructor status as full-time or part-time faculty member" had a small, but significant, effect on both "instructor evaluation" and "student motivation." Students tended to rate their instructors and their own motivation more positively when they expected higher grades, had younger instructors, and had full-time faculty instructors. Two variables, "course level" and "status of course in student's degree program," had a small, but significant, effect only on "student motivation." The results suggest that the seven different instructor-evaluation items seem largely to be tapping a single evaluative dimension. (Author/NRB)
Descriptors: Age Differences, College Faculty, College Students, Course Evaluation, Evaluation Criteria, Expectation, Full Time Faculty, Higher Education, Part Time Faculty, Psychology, Student Attitudes, Student Characteristics, Student Evaluation of Teacher Performance, Student Motivation, Teacher Characteristics
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (89th, Los Angeles, CA, August 24-26, 1981).