Higher education instructors' usage of and learning from student evaluations of teaching

Autor/inn/en	Hein, Julia; Janke, Stefan; Rinas, Raven; Daumiller, Martin; Dresel, Markus; Dickhäuser, Oliver
Titel	Higher education instructors' usage of and learning from student evaluations of teaching - Do achievement goals matter? Gefälligkeitsübersetzung: Nutzung von und Lernen aus studentischen Lehrveranstaltungsevaluationen durch Hochschullehrer - Sind Leistungsziele wichtig?
Quelle	In: Frontiers in psychology, (2021) 12, 17 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2021.652093
Schlagwörter	Evaluation; Einstellung (Psy); Fähigkeit; Verhaltenssteuerung; Vermeiden; Lehren; Hochschullehrer; Lehrveranstaltung; Ziel; Student
Abstract	Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors' voluntary usage of and intended learning from SET(s). To facilitate instructors' learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors' professional learning by encouraging them to reflect on their SET-results. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/1