Original scientific paper
https://doi.org/10.5559/di.23.4.07
Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction
Luka Marinović
; University of Zadar, Zadar
Abstract
This study was aimed to explore the relationship between
some general aspects of studying, students' perceptions of
teaching quality, some motivational beliefs and students'
achievement and satisfaction, as well as to determine the
specific contribution of particular groups of predictors in
explaining students' achievement and satisfaction. Numerous
authors suggest that students' perceptions of teaching quality
play a key role in the formation of students' learning because
they help students to develop motivational beliefs, which
influence the way students learn and lead to different
learning outcomes. Therefore, positive relationships among
motivation variables, students' perceptions of teaching
quality, motivational beliefs, and students' achievement and
satisfaction can be expected. As many as 267 first-year
graduate students participated in the study where, in addition
to the general data about studying, the participants were
also required to estimate subjective experience of the
teaching quality, some motivational aspects and students'
achievement and satisfaction. The results showed that
students' accomplishments were significantly correlated with
almost all motivational beliefs, as well as with all factors of
students' perception of the teaching quality. Multiple
hierarchic regressive analyses confirmed that all groups of
variables significantly contribute to the explanation of the
students' achievement and satisfaction. These findings
indicate that perceptions of teaching quality and some of the
motivational beliefs are important predictors of student
learning outcomes.
Keywords
student learning; motivation; education; perception of the quality of teaching; the experience of university study
Hrčak ID:
133949
URI
Publication date:
31.12.2014.
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