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The Mediating Effect of Students' En...

Courtner, Andrew S.

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The Mediating Effect of Students' Entire Educational Experiences on the Relationship between Institutional Academic Practices and Perceived Quality of Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Mediating Effect of Students' Entire Educational Experiences on the Relationship between Institutional Academic Practices and Perceived Quality of Education./
Author:	Courtner, Andrew S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	151 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	College administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27545586
ISBN:	9781392402702

The Mediating Effect of Students' Entire Educational Experiences on the Relationship between Institutional Academic Practices and Perceived Quality of Education.
Courtner, Andrew S.

The Mediating Effect of Students' Entire Educational Experiences on the Relationship between Institutional Academic Practices and Perceived Quality of Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 151 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ph.D.)--Tennessee Technological University, 2019.

This item must not be sold to any third party vendors.

This correlational study examined the association between (i) perceived institutional emphasis on academics and perceived quality of education and between (ii) perceived effective teaching practices and perceived quality of education. This study explored how the relationships were moderated by student characteristics such as extent of preparedness for class, time spent studying, and academic major of study. Additionally, this study investigated how perceived entire educational experience mediated the relationship between perceived institutional emphasis on academics and perceived effective teaching practices with students' perceived quality of education. The study also controlled for number of online courses, age, race, gender, transfer status, institution size, and institution type (public/private). The data used in this study were obtained from the National Survey of Student Engagement (NSSE) of senior-year students who completed The College Student Report in 2016. Data were analyzed using Hayes (2018) PROCESS macro to test for mediation and moderation. Significant moderations were associated with dummy variables of academic major. The study also found students' entire educational experience significantly mediated the relationship between (i) perceived institutional emphasis on academics and perceived quality of education and between (ii) perceived effective teaching practices and perceived quality of education.

ISBN: 9781392402702Subjects--Topical Terms:

3480538
College administration.
Subjects--Index Terms:

Effective teaching practices

The Mediating Effect of Students' Entire Educational Experiences on the Relationship between Institutional Academic Practices and Perceived Quality of Education.
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500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Chitiyo, George.
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506 $a This item must not be sold to any third party vendors.
520 $a This correlational study examined the association between (i) perceived institutional emphasis on academics and perceived quality of education and between (ii) perceived effective teaching practices and perceived quality of education. This study explored how the relationships were moderated by student characteristics such as extent of preparedness for class, time spent studying, and academic major of study. Additionally, this study investigated how perceived entire educational experience mediated the relationship between perceived institutional emphasis on academics and perceived effective teaching practices with students' perceived quality of education. The study also controlled for number of online courses, age, race, gender, transfer status, institution size, and institution type (public/private). The data used in this study were obtained from the National Survey of Student Engagement (NSSE) of senior-year students who completed The College Student Report in 2016. Data were analyzed using Hayes (2018) PROCESS macro to test for mediation and moderation. Significant moderations were associated with dummy variables of academic major. The study also found students' entire educational experience significantly mediated the relationship between (i) perceived institutional emphasis on academics and perceived quality of education and between (ii) perceived effective teaching practices and perceived quality of education.
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