Standard

Assessing the effects of student perceptions of instructional quality : A cross-subject within-student design. / Ruzek, Erik; Aldrup, Karen; Lüdtke, Oliver.

in: Contemporary Educational Psychology, Jahrgang 70, 102085, 01.07.2022.

Publikationen: Beitrag in FachzeitschriftArtikel in FachzeitschriftForschungBegutachtung

Harvard

APA

Vancouver

Author

BibTeX

@article{fe32a83579604e9b8b2be2ee58e096ce,
title = "Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design",
abstract = "This study examines associations between student-perceived instructional quality and a student{\textquoteright}s motivation and achievement using unique data from Germany in which 9th-grade students reported on instructional quality in their English and German classes in the same academic year. Student outcomes, including self-efficacy, course grades, and standardized achievement were measured in both subjects. We utilized a cross-classified random effects model to decompose the variance in student reports of teacher support and monitoring, finding that 17% and 16%, respectively, of the variation in ratings was due to the student reporter with 26% and 27%, respectively, due to the teacher being rated. Students and teachers were further nested within classes of students who stayed together across the two subjects; however, almost no variance was attributable to class groupings. Student-reported teacher support was positively associated with achievement gains and self-efficacy at the within-student, between-student, and between-teacher levels whereas monitoring was inconsistently associated with outcomes. Standardized betas of perceived teacher support on test score gains were small (< .10), small-to-medium on course grade gains (.16-.37), and medium to large on self-efficacy (.36-.74). Measuring the same students with different teachers allows us to disentangle dyadic student-teacher variance from student rater variance in student perceptions and outcomes and facilitates the use of powerful within-student analytical techniques to quantify the effects of educational environments on student learning and self-efficacy.",
keywords = "Professional competencies of pre-school and school teachers, Student perceptions, teacher support, ICC, Cross-classified model, achievement, self-efficacy",
author = "Erik Ruzek and Karen Aldrup and Oliver L{\"u}dtke",
year = "2022",
month = jul,
day = "1",
doi = "10.1016/j.cedpsych.2022.102085",
language = "English",
volume = "70",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Assessing the effects of student perceptions of instructional quality

T2 - A cross-subject within-student design

AU - Ruzek, Erik

AU - Aldrup, Karen

AU - Lüdtke, Oliver

PY - 2022/7/1

Y1 - 2022/7/1

N2 - This study examines associations between student-perceived instructional quality and a student’s motivation and achievement using unique data from Germany in which 9th-grade students reported on instructional quality in their English and German classes in the same academic year. Student outcomes, including self-efficacy, course grades, and standardized achievement were measured in both subjects. We utilized a cross-classified random effects model to decompose the variance in student reports of teacher support and monitoring, finding that 17% and 16%, respectively, of the variation in ratings was due to the student reporter with 26% and 27%, respectively, due to the teacher being rated. Students and teachers were further nested within classes of students who stayed together across the two subjects; however, almost no variance was attributable to class groupings. Student-reported teacher support was positively associated with achievement gains and self-efficacy at the within-student, between-student, and between-teacher levels whereas monitoring was inconsistently associated with outcomes. Standardized betas of perceived teacher support on test score gains were small (< .10), small-to-medium on course grade gains (.16-.37), and medium to large on self-efficacy (.36-.74). Measuring the same students with different teachers allows us to disentangle dyadic student-teacher variance from student rater variance in student perceptions and outcomes and facilitates the use of powerful within-student analytical techniques to quantify the effects of educational environments on student learning and self-efficacy.

AB - This study examines associations between student-perceived instructional quality and a student’s motivation and achievement using unique data from Germany in which 9th-grade students reported on instructional quality in their English and German classes in the same academic year. Student outcomes, including self-efficacy, course grades, and standardized achievement were measured in both subjects. We utilized a cross-classified random effects model to decompose the variance in student reports of teacher support and monitoring, finding that 17% and 16%, respectively, of the variation in ratings was due to the student reporter with 26% and 27%, respectively, due to the teacher being rated. Students and teachers were further nested within classes of students who stayed together across the two subjects; however, almost no variance was attributable to class groupings. Student-reported teacher support was positively associated with achievement gains and self-efficacy at the within-student, between-student, and between-teacher levels whereas monitoring was inconsistently associated with outcomes. Standardized betas of perceived teacher support on test score gains were small (< .10), small-to-medium on course grade gains (.16-.37), and medium to large on self-efficacy (.36-.74). Measuring the same students with different teachers allows us to disentangle dyadic student-teacher variance from student rater variance in student perceptions and outcomes and facilitates the use of powerful within-student analytical techniques to quantify the effects of educational environments on student learning and self-efficacy.

KW - Professional competencies of pre-school and school teachers

KW - Student perceptions

KW - teacher support

KW - ICC

KW - Cross-classified model

KW - achievement

KW - self-efficacy

U2 - 10.1016/j.cedpsych.2022.102085

DO - 10.1016/j.cedpsych.2022.102085

M3 - Journal article

VL - 70

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

M1 - 102085

ER -

ID: 2055882