ERIC Number: EJ1063792
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 52
Do Students Understand Our Course Structure? Implications for Important Classroom Attitudes and Behavior
Elicker, Joelle D.; Foust, Michelle Singer; Perry, Jennifer L.
Journal on Excellence in College Teaching, v26 n2 p105-124 2015
The complexity of a course's structure may influence how well students understand what is expected of them. Using the foundation of the industrial/organizational (I/O) psychology literature, the authors modified a measure of "Perceived System Knowledge" (Williams & Levy, 1992) for employee performance appraisal to be appropriate for a classroom situation. This measure of perceived system knowledge of the course (PSKC) (that is, understanding of the course structure as outlined in the course syllabus) was reliable and demonstrated similar relationships as those observed in a performance appraisal context. Specifically, they found significant positive relationships between students' PSKC and their perceptions of classroom fairness (procedural, distributive, and interactional) and satisfaction, as well as student performance. They discuss implications and directions for future research.
Descriptors: Student Attitudes, Knowledge Level, Higher Education, Course Organization, Student Behavior, Course Descriptions, Justice, Satisfaction, Introductory Courses, Psychology, Measures (Individuals), College Students, Demography, Student Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A