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International Journal for the Scholarship of Teaching & Learning

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The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom’s Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students’ motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for them, their peers in the classroom and for students in future classes. Based on these findings, it is important for teachers who request students to participate in providing anonymous feedback to emphasize that this feedback is a valuable tool to assist in improving current and future teaching and learning experiences.


Published version. International Journal for the Scholarship of Teaching & Learning, Vol. 1, No. 1 (January 2007). © 2007 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning.