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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis
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。 This stu...
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| Format: | Article |
| Language: | English |
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National Taiwan Normal University
2020-09-01
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| Series: | Journal of Research in Education Sciences |
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| Online Access: | http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=250&ItemId=1777&loc=tw# |
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| author | 曾明基 Ming-Chi Tseng |
| author_facet | 曾明基 Ming-Chi Tseng |
| author_sort | 曾明基 Ming-Chi Tseng |
| collection | DOAJ |
| description | 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。
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. |
| first_indexed | 2024-12-12T21:40:08Z |
| format | Article |
| id | doaj.art-3d6383eed56f4dfa95a6f32e2fb7febc |
| institution | Directory Open Access Journal |
| issn | 2073-753X |
| language | English |
| last_indexed | 2024-12-12T21:40:08Z |
| publishDate | 2020-09-01 |
| publisher | National Taiwan Normal University |
| record_format | Article |
| series | Journal of Research in Education Sciences |
| spelling | doaj.art-3d6383eed56f4dfa95a6f32e2fb7febc2022-12-22T00:11:04ZengNational Taiwan Normal UniversityJournal of Research in Education Sciences2073-753X2020-09-0165325127610.6209/JORIES.202009_65(3).0009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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis曾明基 Ming-Chi Tseng0Center for Teacher Education, National Dong Hwa University 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。 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.http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=250&ItemId=1777&loc=tw#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 instructioncognitive processbias-adjusted three-step mixture regression |
| spellingShingle | 曾明基 Ming-Chi Tseng 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis Journal of Research in Education Sciences 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 |
| 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis |
| title_full | 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis |
| title_fullStr | 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis |
| title_full_unstemmed | 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis |
| title_short | 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 Influences of Different Background Variables on Student Ratings of Instruction: Bias-Adjusted Three-Step Mixture Regression Analysis |
| title_sort | 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 influences of different background variables on student ratings of instruction bias adjusted three step mixture regression analysis |
| topic | 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 |
| url | http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=250&ItemId=1777&loc=tw# |
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