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A Conceptual Framework for Understanding Variability in Student Perceptions

Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultura...

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Autores principales: Gencoglu, Bilge, Helms-Lorenz, Michelle, Maulana, Ridwan, Jansen, Ellen P. W. A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8564366/
https://www.ncbi.nlm.nih.gov/pubmed/34744891
http://dx.doi.org/10.3389/fpsyg.2021.725407
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author Gencoglu, Bilge
Helms-Lorenz, Michelle
Maulana, Ridwan
Jansen, Ellen P. W. A.
author_facet Gencoglu, Bilge
Helms-Lorenz, Michelle
Maulana, Ridwan
Jansen, Ellen P. W. A.
author_sort Gencoglu, Bilge
collection PubMed
description Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.
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spelling pubmed-85643662021-11-04 A Conceptual Framework for Understanding Variability in Student Perceptions Gencoglu, Bilge Helms-Lorenz, Michelle Maulana, Ridwan Jansen, Ellen P. W. A. Front Psychol Psychology Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality. Frontiers Media S.A. 2021-10-20 /pmc/articles/PMC8564366/ /pubmed/34744891 http://dx.doi.org/10.3389/fpsyg.2021.725407 Text en Copyright © 2021 Gencoglu, Helms-Lorenz, Maulana and Jansen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Gencoglu, Bilge
Helms-Lorenz, Michelle
Maulana, Ridwan
Jansen, Ellen P. W. A.
A Conceptual Framework for Understanding Variability in Student Perceptions
title A Conceptual Framework for Understanding Variability in Student Perceptions
title_full A Conceptual Framework for Understanding Variability in Student Perceptions
title_fullStr A Conceptual Framework for Understanding Variability in Student Perceptions
title_full_unstemmed A Conceptual Framework for Understanding Variability in Student Perceptions
title_short A Conceptual Framework for Understanding Variability in Student Perceptions
title_sort conceptual framework for understanding variability in student perceptions
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8564366/
https://www.ncbi.nlm.nih.gov/pubmed/34744891
http://dx.doi.org/10.3389/fpsyg.2021.725407
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