Title

學生認知歷程與背景變數對於學生評鑑教師的影響:潛在類別偏差校正與混合迴歸分析

Translated Titles

Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis

DOI

10.6209/JORIES.202009_65(3).0009

Authors

曾明基(Ming-Chi Tseng)

Key Words

學生評鑑教師教學 ; 認知歷程 ; 偏差校正三步驟混合迴歸 ; student ratings of instruction ; cognitive process ; bias-adjusted three-step mixture regression

PublicationName

教育科學研究期刊

Volume or Term/Year and Month of Publication

65卷3期(2020 / 09 / 01)

Page #

251 - 276

Content Language

繁體中文

Chinese Abstract

在潛在類別模型中加入共變項時,如果沒有經過偏差校正,共變項與潛在類別之間的估計參數將產生偏誤。基於此,本研究在探討學生層次變項對學生評鑑教師教學影響時,除了加入與學生學習有關的認知歷程變項外,並進行潛在類別偏差校正與混合迴歸分析。研究對象為東部某大學大學部學生,總樣本數為6,111人。研究發現,學生學習的認知歷程改變可以分為五個潛在類別群組,當學生在該科目所保留或遷移的認知歷程最多時,給教師的分數最高。此外,當學生認知歷程存在潛在異質差異時,在學生層次不同背景變項上對學生評鑑教師教學的影響不同。針對上述結果,本研究對學生評鑑教師教學的議題發展及模型建構提出相關建議。

English Abstract

This study used a bias-adjusted three-step mixture regression model to evaluate the influences of students' cognitive process on their ratings of instruction. Data were collected from 6,111 students enrolled at a university in Taiwan. The results indicated that students' gender, year in the university, course, department, and learning interest had a significant impact on student ratings, and students' cognitive process demonstrated a moderating effect. Furthermore, the implications of these findings for student ratings policies and theirs effects on university faculty and students are discussed.

Topic Category 社會科學 > 教育學
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