Hein Julia, Janke Stefan, Rinas Raven, Daumiller Martin, Dresel Markus, Dickhäuser Oliver
Department of Social Sciences, University of Mannheim, Mannheim, Germany.
Department of Psychology, University of Augsburg, Augsburg, Germany.
Front Psychol. 2021 Jul 20;12:652093. doi: 10.3389/fpsyg.2021.652093. eCollection 2021.
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.
识别激励和阻碍高等教育教师从学生教学评价（SETs）中进行自我调节学习的因素，对于改进未来教学和促进学生学习至关重要。根据自我调节学习模型，我们提出了一个将SETs作为学习情境的使用模型。在一项纵向研究中，我们调查了高等教育背景下成就目标与SETs的使用及从中学习之间的关联。共有407名在德国或奥地利承担教学任务的高等教育教师（46.4%为女性；平均年龄38.60岁）在一项在线调查中报告了他们的成就目标。在这些参与者中，152名教师自愿进行了SETs，并随后在一项简短调查中报告了他们根据反馈采取行动并改进未来教学的意图。使用结构方程模型，我们发现，与我们的假设一致，学习回避、成绩趋近和成绩回避目标预测了教师是否自愿进行SETs。正如预期的那样，学习趋近和（回避）目标与根据收到的SET结果采取行动并改进未来教学的意图呈正相关。这些发现支持了我们的假设，符合自我调节学习模型的假设，并突出了成就目标对教师自愿使用SETs及从中预期学习的重要性。为了促进教师从SET结果中学习，我们的研究为未来的干预研究奠定了第一步基础。未来的研究人员和从业者可以通过鼓励教师反思他们的SET结果来支持他们的专业学习。
