Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter?

ABSTRACT: 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 ac

SUBMITTER: Hein J 

PROVIDER: S-EPMC8329422 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature