Student Psychological Need Satisfaction and College Teacher-Course Evaluations

Educational Psychology

Volumn 23, Issue 3, 2003, Pages 235-247

  Filak, Vincent F ^a   Sheldon, Kennon M ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344197740     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/0144341032000060084     Document Type: Article

References (41)

1. Baron, R.M.,&Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
2. Baumeister, R.F.,&Leary, M.R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
3. Best, J.,&Addison, W. (2000). A preliminary study of perceived warmth of professor and student evaluations. Teaching of Psychology, 27, 60-62.
4. Black, A.,&Deci, E. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
5. Centra, J. (1973). Effectiveness of student feedback in modifying college instruction. Journal of Educational Psychology, 65, 395-401.
6. Centra, J. (1977). Student ratings of instruction and their relationship to student learning. American Educational Research Journal, 14, 17-24.
7. Centra, J. (1996). Identifying exemplary teachers: Evidence from colleagues, administrators and alumni. New Directions for Teaching and Learning, 65, 51-56.
8. d' Apollonia, S.,&Abrami, P. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198-1208.
9. Deci, E. (1971). The effects of externally mediate rewards on intrinsic motivation. Journal of Personal and Social Psychology, 18, 105-115.
10. Deci, E., Koestner, R.,&Ryan, R. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin , 125, 627-668.
11. Deci, E., Nezlek, J.,&Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.
12. Deci, E.,&Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
13. Deci, E.,&Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
14. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
15. Elliot, A. J.,&Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
16. Feldman, K. (1976). The superior college teacher from the students' view. Research in Higher Education, 5, 243-288.
17. Feldman, K. (1983). The seniority and instruction experience of college teachers as related to the evaluations they receive from their students. Research in Higher Education, 18, 3-124.
18. Feldman, K. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education, 24, 139-173.
19. Feldman, K. (1996). Identifying exemplary teaching: Using data from course and teacher evaluations. New Directions for Teaching and Learning, 65, 41-50.
20. Greenwald, A.,&Gillmore, G. (1997). Grading leniency is a removable contaminant of student ratings. American Psychologist, 52, 1207-1217.
21. Grolnick, W.,&Ryan, R. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 977-1077.
22. Ilardi, B.C., Leone, D., Kasser, R.,&Ryan, R.M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology, 23, 1789-1805.
23. Marlin, J. (1987). Student perception of end-of-course evaluations. Journal of Higher Education, 58, 704-716.
24. Marlin, J.,&Niss, J. (1980). End-of-course evaluations as indicators of student learning and instructor effectiveness. Journal of Economic Education, 11, 16-27.
25. Marsh, H. (1987). Student's evaluations of university teaching: Research findings, methodological issues and directions for future research. Journal of Education Research, 11, 253-388.
26. Marsh, H. (1991). Multidimensional students' evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Educational Psychology, 83, 285-296.
27. Marsh, H.,&Hocevar, D. (1991). Student evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education, 7, 303-314.
28. Marsh, H.,&Roche, L. (1997). Making students evaluations of teaching effectiveness effective. American Psychologist, 52, 1187-1197.
29. Miserandino, M. (1996). Children who do well in school: Individual difference in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.
30. Reis, H., Sheldon, K., Gable, S., Roscoe, J.,&Ryan, R. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology Bulletin, 26, 419-435.
31. Ryan, R.M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.
32. Ryan, R.,&Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P.R. Pintrich&M.L. Maehr (Eds.), Advances in motivation and achievement, 7. Goals and self-regulatory processes (pp. 115-149). Greenwich, CT: JAI Press.
33. Schmelkin, L., Spencer, K.,&Gellman, E. (1997). Faculty perspectives on course and teacher evaluations. Research in Higher Education, 38, 575-592.
34. Sheehan, E.,&DuPrey, T. (1999). Student evaluations of university teaching. Journal of Instructional Psychology, 26, 188-193.
35. Sheldon, K.M. (1994). Emotionality differences between artists and scientists. Journal of Research in Personality, 28, 481-491.
36. Sheldon, K.,&Biddle, B. (1998). Standards, accountability and school reform: Perils and pitfalls. Teachers College Record, 100, 164-180.
37. Sheldon, K.M., Elliot, A.J., Kim, Y.,&Kasser, T. (2001). What's satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339.
38. Sheldon, K., Ryan, R.,&Reis, H. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270-1279.
39. Sherman, T., Armistead, L., Fowler, F., Barksdale, M.,&Reif, G. (1987). The quest for excellence in university teaching. Journal of Higher Education, 58, 66-84.
40. Stumpf, S.,&Freedman, R. (1979). Expected grade covariation with student ratings of instruction: Individual versus class effects. Journal of Educational Psychology, 71, 293-302.
41. Watkins, D. (1994). Student evaluations of teaching effectiveness: A cross-cultural perspective. Research in Higher Education, 7, 193-205.