Problem Statement: Students’ evaluations are used widely around the world both as a research tool and as a guide to improve the higher education process. However, in spite of the bulk of research, no previous study investigated the relationships of students’ evaluations to self-efficacy beliefs. Also, since teaching is multidimensional, it is not clear what aspects of teaching quality are more important in determining academic outcomes such as self efficacy, motivation and overall satisfaction with a course.

Purpose of Study: The purpose of this study is three-fold: (a) to establish the validity and reliability of a widely used student evaluation instrument, namely, the course experience questionnaire for Turkish College Students; (b) to test the relationships between students’ evaluations and self efficacy beliefs, and (c) to assess the importance of different aspects of teaching quality in predicting self-efficacy, course value and overall satisfaction levels of the students. 

Methods: The validity of the instrument was established with three separate validity analyses: exploratory factor analysis, confirmatory factor analysis and concurrent validity analysis. The reliability was assessed by internal consistency coefficiency, test-retest reliability and test split half reliability coefficiencies. The predictive value of different aspects of teaching quality is tested by stepwise regression analysis.

Findings and Results: Both validity and reliability analyses supported statistics properties of the CEQ as a useful instrument for Turkish college students attending the Department of Education. Further, the results extended the current findings showing a positive relationship between teaching quality and self-efficacy beliefs and indicating that the predictive values of each aspect vary based on the outcome variable such as self-efficacy beliefs, overall satisfaction and course value. The most important aspects of teaching quality in predicting self-efficacy beliefs were clear instruction and standards and good teaching subscales, whereas course value was explained by both generic and clear goals and assessment aspects of the teaching quality.

Conclusions and Recommendations: The CEQ could be used for research purposes and as an academic tool to improve the Turkish higher education system. However, further studies are advised to provide generalizability of the results across departments and universities with different orientations.

Keywords: Students’ evaluations, teaching quality, satisfaction, self-efficacy, course value.