Abstract :
The purpose of this study was to determine whether the predictors of the instructors who were perceived as the best or the worst by the students changed depending on the students’ characteristics including gender, academic achievement, value placed to the course content and self efficacy. A total of 766 students attending to Pamukkale University, Department of Education responded to the items of Student Evaluation of Educational Quality and Motivated Strategies for Learning Questionnaire. According to the results, although the order of the importance of the variables changed depending on the students’ characteristics, instructor enthusiasm, learning and academic value and interaction subcomponents were significant for all students regardless of students’ characteristics. More importantly, the predictive values of the sub-components were very low for the students who had low levels of academic achievement, did not value the content of the course or those who had low efficacy beliefs. These results support the concerns over the validity of students’ evaluations at least for some students.
