The situatedness of instructional quality-How situated are college students' ratings?

ABSTRACT:

Background

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.

Aims

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.

Sample

The study uses data from 1,745 undergraduates (26.5% self-identified as male students) from a university in California, U.S.A.

Met

SUBMITTER: Rubach C 

PROVIDER: S-EPMC12427147 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature