Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Purpose The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching quality (with its descriptors) and student motivation. Design/methodology/approach The paper reports the findings from a survey of student perceptions of quality teaching and its interaction with various motivational orientations that students exhibit in higher education. The proposed hypotheses and conceptual model were tested using regression and correlation analyses, as well as analysis of variance from a survey of 271 undergraduate students in programs at two different universities. Findings The findings document the explanatory role of various motivations in students' perceptions of teaching quality: correlation analysis found intrinsic motivation to be positively correlated with the perceived teaching quality, while extrinsic motivation was found to be moderately correlated, suggesting that motivational orientation dimensions are influential in students' assessments of their teaching experience in school. Intrinsic motivation with its possible states and factor loadings showed strong positive impact on the teaching quality and students' evaluation, even after accounting for the reputation (general opinion) of the educational institution (or program). Thus, we cannot ignore the value‐added nature of various motivational orientations and their influence upon the perceptions of students. Surprisingly, few differences in perception based on gender, age, and country of birth (ethnicity) were found. Young students (less than 25‐year old) and Canadian‐ and American‐born students exhibited significant negative reactions (difference) to perceived teaching quality; in contrast, female students exhibited positive reactions towards it. Practical implications The results presented here will assist researchers, professors, and higher‐education administrators by capitalizing on students' existing intrinsic motivation and understanding the relationship between student perceptions of teaching quality and their degree of motivation to further expand and implement a better quality‐assurance educational system. A viable strategy to enhance and further motivate students extrinsically and intrinsically in their learning will significantly enhance their perceptions. Originality/value The article explores for the first time the link between students' motivational orientations and their perceptions about teaching quality.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle