摘要：This paper examines the extent to which students' evaluations of univer- sity teaching and classroom dynamics contribute to overall satisfaction with their university experience. Data were collected from 1453 gradu- ates of the University of Alberta who completed questionnaires follow- ing the 1993 spring Convocation. A multi-item index measuring students' evaluations of university teaching and classroom experiences was employed as the central predictor in a multiple regression analysis of overall satisfaction with the university experience. Positive percep- tions of teaching had a strong impact on satisfaction, controlling on gender, age, faculty of enrollment, GPA, prior postsecondary experi- ence, assessments of skill development, satisfaction with university learning-related resources, and several other control variables. The find- ings highlight the continued importance of efforts to encourage good teaching in universities.
其他摘要：This paper examines the extent to which students' evaluations of univer- sity teaching and classroom dynamics contribute to overall satisfaction with their university experience. Data were collected from 1453 gradu- ates of the University of Alberta who completed questionnaires follow- ing the 1993 spring Convocation. A multi-item index measuring students' evaluations of university teaching and classroom experiences was employed as the central predictor in a multiple regression analysis of overall satisfaction with the university experience. Positive percep- tions of teaching had a strong impact on satisfaction, controlling on gender, age, faculty of enrollment, GPA, prior postsecondary experi- ence, assessments of skill development, satisfaction with university learning-related resources, and several other control variables. The find- ings highlight the continued importance of efforts to encourage good teaching in universities.
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