Moreover, 63 students finished the academic motivation questionnaire, and they were clustered into two groups using K-means clustering algorithm.
The academic motivation questionnaire used in this study was adapted from Pintrich and De Groot (1990), in accordance with Wigfield and Eccles's (2000) motivational model.
The results were: Evaluation of academics: 12-17 quEvaluationes Evaluatiof of new teaching methods: 3-4 Evaluatiof of university premises: 2 Evaluation of mentor/tutor: 1 Evaluation of evaluation questionnaires: 1 I don't remember any academics asking me for my assessment of their performance when I was at university; the same applies for administration and canteen personnel.
A total of 717 students were recruited following the multistage cluster sampling method, and data were collected by a specially designed structured questionnaire, academic achievement record and a standardized University Students Depression Inventory.
Based on the theoretical assumptions of the process model of emotion regulation and a series of four empirical studies conducted on separate samples of high-school and university students (N1 = 20, N2 = 1030, N3 = 359 and N4 = 230), by combining both qualitative and quantitative data, the Academic Emotion Regulation Questionnaire (AERQ) was designed.
Three grades of academics completed the questionnaire: research fellows, senior research fellows, and professors.
Next, academic researchers suggested questionnaires or scales that had been validated in previous research studies for local adaptation.
To obtain maximum response and minimise disruption to academic studies, the questionnaires were distributed following the Fifth Year (Final) examinations in mid-June.
At the stage in the academic year when the questionnaire was completed, the fifth year students did not have formal radiology teaching.
The academic team advised on questionnaire content, had access to all the data and takes full responsibility for the integrity of the analyses and reported research findings.
