「學生評鑑教師教學」或稱「學生學習知覺評量」，可以幫助教師們瞭解學生學習狀況並藉以改善教學相關事項。本文將以學生人格特質與其學習表現來解釋「學習知覺評量」之結果。本研究採教務處「學生知覺評量小組」1研發之教學評量問卷，依學制、學群、系別，依分層集群隨機抽樣計畫，得有效問卷454 份。本文將採結構方程模式建立「學生知覺評量」二階模式，並進一步探討學生人格特質與學習表現對「學生學習知覺評量」之影響。在人格特質上，「內控傾向」與「情緒穩定性」對「學習知覺評量」有顯著的影響，在學習表現上，「成績認知」與「課堂學習倫理」行為對「學習知覺評量」皆有顯著的影響。人格特質中的「內控傾向」與「情緒穩定性」及學習表現中之「成績認知」與「課堂學習倫理」皆為影響「學習知覺評量」的重要因素，其中以人格特質中的「內控傾向」對「學習知覺評量」具最大影響力。

Student ratings of teaching effectiveness（students' evaluations of teaching）provides some information, or recommendations, for teachers that regarding the understanding of student learning and to improve the teaching-related matters. This article will explain the results of
students’ perception of learning by their personality traits and academic performance. This study used the stratified cluster random sampling method and collect 454 effective questionnaires, which developed by the Office of Academic Affairs. This paper will adopt a second-order structural equation model to investigate the impact of the personality and
academic performance of students on the Student ratings of teaching effectiveness. The results are consistent with the theoretical and practical experience. In personality traits, the locus of control and emotional stability has a significant impact on students’ perception of learning. In academic performance, cognitive performance and classroom learning ethical have a significant impact on students’ perception of learning, and locus of control also has a significant indirect impact on students’ perception of learning through the cognitive performance. The cognitive performance has a significant indirect impact on students’
perception of learning through the classroom learning ethics.Extraversion did not have a significant impact on the students’ perception of learning. The locus of control and emotional stability of personality traits and the cognitive performance and classroom learning ethics of
learning performance are all important factors that affect students’ perception of learning. The locus of control of personality traits has maximum impact on students’ perception of learning.