Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction

Cilj ovoga istraživanja bio je ispitati odnose između nekih općihaspekata studiranja, studentskoga doživljaja kvalitetepoučavanja, nekih motivacijskih vjerovanja te studentskogadostignuća i zadovoljstva te utvrditi zasebne doprinose pojedinihgrupa prediktora u objašnjavanju studentskoga dostignuća izadovoljstva. Brojni autori sugeriraju da studentske percepcijeakademskoga konteksta imaju ključnu ulogu u oblikovanjustudentskog učenja, jer na temelju njih studenti formirajumotivacijska vjerovanja koja određuju načine učenja i vodeprema ishodima učenja. U ispitivanju je sudjelovao 267studenata, koji su uz opće podatke o studiranju procjenjivali isvoj doživljaj kvalitete kolegija, neke motivacijske aspekte izadovoljstvo kolegijem. Rezultati su pokazali da je uspjehstudenata blisko povezan s gotovo svim motivacijskimvjerovanjima i sa svim faktorima percepcije kvalitete poučavanja.Hijerarhijskim višestrukim regresijskim analizama utvrđeno je dasve grupe varijabli značajno pridonose objašnjavanjustudentskoga dostignuća i zadovoljstva. Ovi nalazi sugeriraju dasu percepcije kvalitete kolegija, kao i neka motivacijskavjerovanja, važni prediktori studentskih ishoda učenja.This study was aimed to explore the relationship betweensome general aspects of studying, students\u27 perceptions ofteaching quality, some motivational beliefs and students\u27achievement and satisfaction, as well as to determine thespecific contribution of particular groups of predictors in explaining students\u27 achievement and satisfaction. Numerousauthors suggest that students\u27 perceptions of teaching qualityplay a key role in the formation of students\u27 learning becausethey help students to develop motivational beliefs, whichinfluence the way students learn and lead to differentlearning outcomes. Therefore, positive relationships amongmotivation variables, students\u27 perceptions of teachingquality, motivational beliefs, and students\u27 achievement andsatisfaction can be expected. As many as 267 first-yeargraduate students participated in the study where, in additionto the general data about studying, the participants werealso required to estimate subjective experience of theteaching quality, some motivational aspects and students\u27achievement and satisfaction. The results showed thatstudents\u27 accomplishments were significantly correlated withalmost all motivational beliefs, as well as with all factors ofstudents\u27 perception of the teaching quality. Multiplehierarchic regressive analyses confirmed that all groups ofvariables significantly contribute to the explanation of thestudents\u27 achievement and satisfaction. These findingsindicate that perceptions of teaching quality and some of themotivational beliefs are important predictors of studentlearning outcomes