学生による授業評価と心理的特性との関連-達成目標および特性的自己効力感を用いて-

Abstract

Though the course evaluations by students must be a significant means for improving teaching in universities, reliability and validity of the scales is still being questioned. The purpose of this research is to examine the relationship among three types of achievement goals (mastery, performance-approach, and performance-avoidance), generalized self-efficacy, and the scores of course evaluations given to university students. A total of 714 university students from four universities participated in this study, and they completed the questionnaires of the course evaluation, the achievement goals, and the generalized self-efficacy. In the confirmative factor analysis, three factors were obtained as determinants of the course evaluation. These could be interpreted as factors of "teacher's preparation for a class, " "learning supports including interaction between students and teacher, " and "students' self-evaluation of learning." It was found that students' generalized self-efficacy and mastery achievement goals affected their evaluations of the lecture. It was also found that a teacher's preparation for a class influenced students' self-evaluation of the learning.