{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T05:23:18Z","timestamp":1787289798234,"version":"build-2736575974"},"reference-count":42,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T00:00:00Z","timestamp":1787270400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Student Evaluation of Teaching (SET) is essential for educational development; however, it increasingly suffers from survey fatigue and perfunctory responses, particularly among medical students facing high academic stress and cognitive loads. Traditional behavioral theories often overlook the psychological appraisal of \u201ccost\u2013benefit\u201d in students\u2019 decision-making processes. To address this gap, this study constructed an Extended Theory of Planned Behavior incorporating Perceived Value (Extended TPB) model, introducing \u201cPerceived Value\u201d as a central psychological mediator to explore the cognitive and motivational mechanisms driving students\u2019 intentions to participate in SET.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey was conducted among 3,365 undergraduate medical students at a medical university in China. Data were collected using validated scales measuring attitude, subjective norm, perceived behavioral control, perceived value, and behavioral intention. Structural Equation Modeling (SEM) was utilized to test the theoretical model, and a Bootstrapping approach with 5,000 resamples was applied to examine mediating effects.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The Extended TPB model demonstrated an excellent fit and high explanatory power, accounting for 95.9% of the variance in SET behavioral intention. Perceived value exerted a strong positive predictive effect on behavioral intention (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.979,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001). Attitude (\n                      <jats:inline-formula>\n                        <mml:math xmlns:mml=\"http:\/\/www.w3.org\/1998\/Math\/MathML\" id=\"M1\">\n                          <mml:mi>\u03b2<\/mml:mi>\n                        <\/mml:math>\n                      <\/jats:inline-formula>\n                      = 0.498), perceived behavioral control (\n                      <jats:inline-formula>\n                        <mml:math xmlns:mml=\"http:\/\/www.w3.org\/1998\/Math\/MathML\" id=\"M2\">\n                          <mml:mi>\u03b2<\/mml:mi>\n                        <\/mml:math>\n                      <\/jats:inline-formula>\n                      = 0.333), and subjective norm (\n                      <jats:inline-formula>\n                        <mml:math xmlns:mml=\"http:\/\/www.w3.org\/1998\/Math\/MathML\" id=\"M3\">\n                          <mml:mi>\u03b2<\/mml:mi>\n                        <\/mml:math>\n                      <\/jats:inline-formula>\n                      = 0.141) significantly and positively influenced perceived value. Furthermore, perceived value served as a crucial partial mediator between the three TPB antecedents and behavioral intention. Notably, senior students facing clinical rotations exhibited the lowest intention to evaluate.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Perceived value acts as a critical psychological \u201cgatekeeper\u201d in behavioral decision-making. Stimulating intrinsic motivation (attitude) and reducing cognitive load (perceived behavioral control) are far more effective than imposing external Controlled motivation (subjective norm). To mitigate survey fatigue, educational institutions must foster \u201cstudent agency\u201d by establishing transparent closed-loop feedback systems, thereby rebuilding the perceived psychological utility of evaluations.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1928277","type":"journal-article","created":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T04:23:00Z","timestamp":1787286180000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Psychological drivers and value perception of medical student participation in teaching evaluation"],"prefix":"10.3389","volume":"17","author":[{"given":"Lilai","family":"Xu","sequence":"first","affiliation":[{"name":"Zhuhai Campus of Zunyi Medical University","place":["Zhuhai, Guangdong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Baixiong","family":"Chen","sequence":"additional","affiliation":[{"name":"Zhuhai Campus of Zunyi Medical University","place":["Zhuhai, Guangdong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Surong","family":"Huang","sequence":"additional","affiliation":[{"name":"Zhuhai Campus of Zunyi Medical University","place":["Zhuhai, Guangdong, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,21]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"576","DOI":"10.1007\/s11162-011-9240-5","article-title":"Nonresponse and online student evaluations of teaching: understanding the influence of salience, fatigue, and academic environments","volume":"53","author":"Adams","year":"2012","journal-title":"Res. 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