Stability and interplay between students’ commitment to a study programme and the quality of teaching and their relevance for academic performance in Germany

Abstract

ABSTRACT Quality of teaching and student commitment to their study programme in higher education are considered to be important aspects of the learning process and of achievement behaviour. The focus of the investigation was to analyse the (1) changes in students’ commitment to their study programme and in their perceptions of the quality of teaching, (2) their interactions, and (3) their compound effect on students’ overall achievements in the study programme. We analysed data from 402 students in a cross-lagged panel design. Results show that the quality of teaching determines both the level of and changes in students’ future commitment to their study programme. Furthermore, students’ commitment to their study programme mediated both their perceptions of the quality of teaching and their later academic achievement.