Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)?
When response rates on student evaluation of teaching (SET) are low, the results cannot be interpreted as reliable and therefore not be used as intended. The low response rates, followed by departments inability to properly interpret responses from the students who do participate is a big problem. W...
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UiT Norges arktiske universitet
2017
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ftunivtroemsoe:oai:munin.uit.no:10037/12588 2023-05-15T18:34:49+02:00 Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? Hoel, Anniken 2017-05-02 https://hdl.handle.net/10037/12588 eng eng UiT Norges arktiske universitet UiT The Arctic University of Norway https://hdl.handle.net/10037/12588 openAccess Copyright 2017 The Author(s) VDP::Social science: 200::Psychology: 260::Other psychology disciplines: 279 Motivation VDP::Samfunnsvitenskap: 200::Psykologi: 260::Andre psykologiske fag: 279 PSY-3900 Master thesis Mastergradsoppgave 2017 ftunivtroemsoe 2021-06-25T17:55:53Z When response rates on student evaluation of teaching (SET) are low, the results cannot be interpreted as reliable and therefore not be used as intended. The low response rates, followed by departments inability to properly interpret responses from the students who do participate is a big problem. Where does the motivation to participate break down, and where and how does it make sense for the university to invest efforts in rectifying that? In this study, we examined the motivation and tendencies to participate in SET on 641 students at UiT The Arctic University of Norway. Our investigation focused on: (a) how much time students are willing to spend on SET, (b) at which point in time some students decides to drop out, (c) the relationship between student motivation and participation, and (d) the factors that student themselves say influence their motivation to participate. We created a questionnaire, Tromsø Participation Motivation Scale (TPMS), based on previous research on SET participation, principles from Self-Determination Theory (Deci & Ryan, 1985), and student input from two focus groups. Results indicate that students who seldom or never participate in SET have an initial lack of motivation to participate at all, and the majority do not even open the evaluation before deciding to not complete it. They also report lower levels of willingness to participate, autonomy, competence, engagement in others’ participation, meaningfulness, personal value, and value for others than those who always participate. Based on these findings, a research-based strategy is proposed to increase future SET response rates. Keywords: course evaluation, higher education, SDT, self-determination, teaching effectiveness Master Thesis Tromsø Arctic University of Norway UiT The Arctic University of Norway University of Tromsø: Munin Open Research Archive Arctic Norway Tromsø |
institution |
Open Polar |
collection |
University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
English |
topic |
VDP::Social science: 200::Psychology: 260::Other psychology disciplines: 279 Motivation VDP::Samfunnsvitenskap: 200::Psykologi: 260::Andre psykologiske fag: 279 PSY-3900 |
spellingShingle |
VDP::Social science: 200::Psychology: 260::Other psychology disciplines: 279 Motivation VDP::Samfunnsvitenskap: 200::Psykologi: 260::Andre psykologiske fag: 279 PSY-3900 Hoel, Anniken Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
topic_facet |
VDP::Social science: 200::Psychology: 260::Other psychology disciplines: 279 Motivation VDP::Samfunnsvitenskap: 200::Psykologi: 260::Andre psykologiske fag: 279 PSY-3900 |
description |
When response rates on student evaluation of teaching (SET) are low, the results cannot be interpreted as reliable and therefore not be used as intended. The low response rates, followed by departments inability to properly interpret responses from the students who do participate is a big problem. Where does the motivation to participate break down, and where and how does it make sense for the university to invest efforts in rectifying that? In this study, we examined the motivation and tendencies to participate in SET on 641 students at UiT The Arctic University of Norway. Our investigation focused on: (a) how much time students are willing to spend on SET, (b) at which point in time some students decides to drop out, (c) the relationship between student motivation and participation, and (d) the factors that student themselves say influence their motivation to participate. We created a questionnaire, Tromsø Participation Motivation Scale (TPMS), based on previous research on SET participation, principles from Self-Determination Theory (Deci & Ryan, 1985), and student input from two focus groups. Results indicate that students who seldom or never participate in SET have an initial lack of motivation to participate at all, and the majority do not even open the evaluation before deciding to not complete it. They also report lower levels of willingness to participate, autonomy, competence, engagement in others’ participation, meaningfulness, personal value, and value for others than those who always participate. Based on these findings, a research-based strategy is proposed to increase future SET response rates. Keywords: course evaluation, higher education, SDT, self-determination, teaching effectiveness |
format |
Master Thesis |
author |
Hoel, Anniken |
author_facet |
Hoel, Anniken |
author_sort |
Hoel, Anniken |
title |
Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
title_short |
Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
title_full |
Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
title_fullStr |
Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
title_full_unstemmed |
Why Bother to Participate? What Influences Student Motivation to Participate in Student Evaluations of Teaching (SET)? |
title_sort |
why bother to participate? what influences student motivation to participate in student evaluations of teaching (set)? |
publisher |
UiT Norges arktiske universitet |
publishDate |
2017 |
url |
https://hdl.handle.net/10037/12588 |
geographic |
Arctic Norway Tromsø |
geographic_facet |
Arctic Norway Tromsø |
genre |
Tromsø Arctic University of Norway UiT The Arctic University of Norway |
genre_facet |
Tromsø Arctic University of Norway UiT The Arctic University of Norway |
op_relation |
https://hdl.handle.net/10037/12588 |
op_rights |
openAccess Copyright 2017 The Author(s) |
_version_ |
1766219753558376448 |