Rubach Charlott, von Keyserlingk Luise, Heckhausen Jutta, Eccles Jacquelynne S
Institut für Schulpädagogik Und Bildungsforschung, Universität Rostock, Rostock, Germany.
Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
Br J Educ Psychol. 2025 Sep;95 Suppl 1(Suppl 1):S316-S336. doi: 10.1111/bjep.70003. Epub 2025 Jul 8.
Student ratings are commonly used to evaluate classroom processes. Research suggests that these ratings are not solely based on objective situational characteristics but also reflect rater characteristics. Although research has been conducted in K-12 settings, little is known about how person-specific and situation-specific factors affect student ratings in higher education.
This study investigates to what extent students' ratings on instructional quality (INQ) vary in response to various data collection across teaching situations. In this way, we also investigate the role of motivational beliefs in these ratings.
The study uses data from 1,745 undergraduates (26.5% self-identified as male students) from a university in California, U.S.A.
We employed single trait-multistate models (STMS) to decompose INQ variance (classroom management, student support, cognitive activation). We estimate the consistency and situation specificity of ratings across courses, time, and course type. Also, we estimated correlations between motivational beliefs and the consistent component across ratings, i.e., the person effect.
High consistency in student ratings of INQ was found within the same course over time. This consistency was lower when INQ was rated across different courses. The consistency was higher in courses that students perceived as difficult than to courses that were perceived as important. Students who reported higher expectancies for success and interest value in these courses also rated INQ more positive across teaching situations.
Our findings suggest that student ratings of INQ are situated and shaped by course characteristics but also rater characteristics. Motivational beliefs contribute uniquely to students' INQ ratings beyond situational characteristics.
学生评分通常用于评估课堂教学过程。研究表明，这些评分并非仅基于客观的情境特征，还反映了评分者的特征。尽管已在中小学环境中开展了相关研究，但对于个人特定因素和情境特定因素如何影响高等教育中的学生评分，我们知之甚少。
本研究调查了学生对教学质量（INQ）的评分在不同教学情境下因各种数据收集方式而产生的变化程度。通过这种方式，我们还研究了动机信念在这些评分中的作用。
本研究使用了来自美国加利福尼亚一所大学的1745名本科生的数据（26.5%的学生自我认定为男生）。
我们采用单特质多态模型（STMS）来分解INQ方差（课堂管理、学生支持、认知激活）。我们估计了评分在课程、时间和课程类型方面的一致性和情境特异性。此外，我们还估计了动机信念与评分中一致成分（即个人效应）之间的相关性。
随着时间推移，同一课程内学生对INQ的评分具有较高的一致性。当跨不同课程对INQ进行评分时，这种一致性较低。学生认为难的课程中的评分一致性高于认为重要的课程。在这些课程中报告对成功和兴趣价值有更高期望的学生，在不同教学情境下对INQ的评分也更积极。
我们的研究结果表明，学生对INQ的评分既受课程特征影响，也受评分者特征影响。动机信念除情境特征外，对学生的INQ评分有独特贡献。
