I liked your course because you taught me well: The influence of grades, workload, expectations and goals on students' evaluations of teaching

British Educational Research Journal

Volumn 34, Issue 1, 2008, Pages 91-115

  Remedios, Richard ^a   Lieberman, David A ^b  

^a DURHAM UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF STIRLING   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39049146488     PISSN: 01411926     EISSN: 14693518     Source Type: Journal    
DOI: 10.1080/01411920701492043     Document Type: Article

References (49)

1. Berger, J., Norman, R. Z. & Zeldich, M. J. (1977) Status characteristics and social interaction (New York, Elsevier).
2. Berger, J., Wagner, D. & Zeldich, M. J. (1985) Expectation states theory: review and assessment, in: J. Berger & M. J. Zeldich (Eds) Status, rewards and influence (San Francisco, CA, Jossey-Bass), 1-72.
3. Blunt, A. (1991) The effects of anonymity and manipulated grades on student ratings of instructors, Community College Review, 18, 48-54.
4. Bollen, K. A. (1989) Structural equations with latent variables (New York, Wiley).
5. Browne, M. W. & Cudek, R. (1993) Alternative ways of assessing model fit, in: K. Bollen & S. Long (Eds) Testing structural equation models (Newbury Park, NJ, Sage), 136-162.
6. Byrne, B. (2001) Structural equation modelling with AMOS: basic concepts, applications and programming (Mahwah, NJ, Lawrence Erlbaum).
7. Chako, T. I. (1983) Students' ratings of instruction: a function of grading standards, Educational Research Quarterly, 2, 341-351.
8. D'Apollonia, S. & Abrami, P. C. (1997) Navigating student ratings of instruction, American Psychologist, 52, 1198-1208.
9. Deci, E. L. (1975) Intrinsic motivation (New York, Plenum Press).
10. Deci, E. L. & Ryan, R. M. (1985) Intrinsic motivation and self-determination in human behaviour (New York, Plenum Press).
11. Dweck, C. S. & Leggett, E. L. (1988) A social cognitive approach to motivation and personality, Psychological Review, 95, 256-273.
12. Elliot, A. J. & Church, M. (1997) A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 72, 218-232.
13. Elliot, A. J. & Harackiewicz, J. M. (1994) Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis, Journal of Personality and Social Psychology, 66, 968-980.
14. Elliot, A. J. & Harackiewicz, J. M. (1996) Approach and avoidance achievement goals and intrinsic motivation: a mediational analysis, Journal of Personality and Social Psychology, 70, 461-475.
15. Elliot, A. J. & McGregor, H. A. (2001) A 2 × 2 achievement goal framework, Journal of Personality and Social Psychology, 80, 501-519.
16. Elliot, A. J. & Thrash, T. M. (2002) Approach-avoidance motivation in personality: approach and avoidance temperaments and goals, Journal of 'Personality and Social Psychology, 82, 804-818.
17. Elliott, E. S. & Dweck, C. (1988) Goals: an approach to motivation and achievement, Journal of Personality and Social Psychology, 54, 5-12.
18. Feather, N. T. (1961) The relationship of persistence at a task to expectation of success and achievement related motives, Journal of Abnormal and Social Psychology, 63, 552-561.
19. Feather, N. T. (1963a) The relationship of expectation of success to reported probability, task structure, and achievement related motivation, Journal oj"Abnormal and Social Psychology, 63, 231-238.
20. Feather, N. T. (1963b) The effect of differential failure on expectation of success, reported anxiety, and response uncertainty, Journal of Personality, 31, 289-312.
21. Feather, N. T. (1966) Effects of prior success and failure on expectations of success and subsequent performance, Journal of Abnormal and Social Psychology, 3, 287-298.
22. Feldman, K. A. (1976) Grades and college students' evaluations of their courses and teachers, Research in Higher Education, 4, 69-111.
23. Fischoff, B. (1975) Hindsight does not equal foresight: the effect of outcome knowledge on judgement under certainty, Journal of Applied Social Psychology, 18, 93-199.
24. Fischoff, B. & Beyth, R. (1975) 'I knew it would happen': remembered probabilities of once-future things, Organisational Behaviour and Human Performance, 13, 1-16.
25. Greenwald, A. G. & Gillmore, G. M. (1997a) Grading leniency is a removable contaminant of student ratings, American Psychologist, 52, 1209-1217.
26. Greenwald, A. G. & Gillmore, G. M. (1997b) No pain, no gain? The importance of measuring course workload in students' ratings of instruction, Journal of Educational Psychology, 89, 743-751.
27. Griffin, B. W. (2004) Grading leniency, grade discrepancy and student ratings of instruction, Contemporary Educational Psychology, 29, 410-425.
28. Harackiewicz, J. M. & Sansone, C. (1991) You can get there from here, in: M. L. Maeher & P. R. Pintrich (Eds) Advances in motivation and achievement (Greenwich, CT, JAI Press), 21-19.
29. Harackiewicz, J. M., Barron, K. E., Tauer, J. M. & Elliot, A. J. (2002) Predicting success in college: a longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation, Journal of Educational Psychology, 94, 562-575.
30. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M. & Elliot, A. J. (2000) Short-term and long-term consequences of achievement goals predicting interest and performance over time, Journal of Educational Psychology, 92, 316-330.
31. Hoelter, J. W. (1983) The analysis of covariance structures: goodness-of-fit indices, Sociological Methods and Research, 11, 325-344.
32. Hu, L. T. & Bentler, P. M. (1999) Cut-off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1-55.
33. Joreskog, K. G. & Sorbom, D. (1996) LISREL 8: User's reference guide (Chicago, IL, Scientific Software International).
34. MacCallum, R. C., Browne, M. W. & Sugawara, H. M. (1996) Power analysis and determination of sample size for covariance structure modelling, Psychological Methods, 1, 130-149.
35. Marsh, H. W. (1983) Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics, Journal of Educational Psychology, 75, 150-166.
36. Marsh, H. W. (1987) Students' evaluations of university teaching: research findings, methodological issues, and directions for future research, International Journal of Educational Research, 1, 253-388.
37. Marsh, H. W. & Roche, L. A. (1997) Making students' evaluations of teaching effectiveness effective: the critical issues of validity, bias and utility, American Psychobgist, 52, 1218-1225.
38. Marsh, H. W. & Roche, L. A. (2000) Effects of grading leniency and low workload on students' evaluations of teaching: popular myth, bias, validity, or innocent bystanders, Journal of Educational Psychology, 92, 202-228.
39. McKeachie, W. J. (1997) Student ratings: validity of use, American Psychologist, 52, 1218-1225.
40. Olivares, O. J. (2001) Student interest, grading leniency and teacher ratings: a conceptual analysis, Contemporary Educational Psychology, 26, 382-399.
41. Perry, R. P., Abrami, P. C., Leventhal, L. & Check, J. (1979) Instructor reputation: an expectancy relationship involving student ratings and achievement, Journal of Educational Psychology, 71, 776-787.
42. Pintrich, P. (2003) Multiple goals and multiple pathways in the development of motivation and self-regulated learning, British Journal of Educational Psychology, BJEP Monograph series II, 137-154.
43. Powell, R. W. (1977) Grades, learning and student evaluation of instruction, Research in Higher Education, 7, 193-205.
44. Remedios, R., Lieberman, D. A. & Benton, T. G. (2000) The effects of grades course enjoyment: did you get the grade you wanted?, British Journal of Educational Psychology, 70, 353-368.
45. Stringer, M. & Irwing, P. (1998) Students' evaluations of teaching effectiveness: a structural modelling approach, British Journal of Educational Psychology, 68, 409-126.
46. Stumpf, S. A. & Freedman, R. D. (1979) Expected grade covariation with student ratings of instruction: individual vs. class effects, Journal of Educational Psychology, 71, 293-302.
47. Tabachnick, B. G. & Fidell, L. S. (1996) Using multivariate statistics (3rd edn) (New York, Harper Collins).
48. Vasta, R. & Sarmiento, R. F. (1979) Liberal grading improves evaluations but not performance, Journal of Educational Psychology, 71, 207-211.
49. Worthington, A. G. & Wong, P. T. P. (1979) Effects of earned and assigned grades on student evaluations of an instructor, Journal of Educational Psychology, 71, 764-775.