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 -