Student Evaluations of Teaching are an essential component of educational assessment that provides valuable feedback to instructors and their institutions. Indeed, their effectiveness depends on students' active participation and engagement with the assessment process itself. Identifying the factors that influence students' adoption of teaching evaluation systems is crucial for increasing response rates, which ultimately leads to better validity and utility of the assessment. However, adoption dynamics of course evaluations received little attention, especially in computer science disciplines. This paper presents the findings of a study aimed at identifying the factors that motivate and hinder students from participating in the course feedback process. To this end, we designed a survey using the Unified Theory of Acceptance and Use of Technology and distributed it among college students to assess their experiences with the current evaluation system. Our findings show that while students perceive the importance of providing professors with feedback to improve their teaching performance, other extrinsic aspects, such as effort and facilitating conditions, together with the uncertainty of whether their input is acknowledged and acted upon, hinder them from filling out Student Evaluations of Teaching. Based on these insights, we offer actionable recommendations for improving SET.