Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes-inappropriately-represent them by student-level (L1) responses in single-level models ...rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 classroom climate variables and one L2 classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent multilevel models to (a) evaluate the factor structure of L1 and L2 constructs based on multiple indicators of classroom climate and context measures, (b) control measurement error at L1 and L2, (c) control sampling error in the aggregation of L1 responses to form L2 constructs (the average of student-level responses to form classroom-level constructs), and (d) provide guidelines for appropriate analysis of classroom climate as an L2 construct.
Supplementary materials are available for this article. Go to the publisher's online edition of Educational Psychologist for the following free supplemental resources: Substantive basis of the present investigation and more detailed description of the methodology.
A meta-analysis of 69 data sets (N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self concepts. As predicted by the ...internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (.67), but the correlation between math and verbal self concepts (.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self concepts (.61 for math, .49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (-.21 from math achievement on verbal self-concept, -.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when selfefficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students' self-evaluation processes as they are influenced by internal and external frames of reference.
This study examined whether adolescent students’ externalizing behavior and prosocial behavior affects their academic achievement (i.e., school grades and standardized test scores) in two major ...academic domains (i.e., mathematics and German) over and above well-established determinants of school achievement (i.e., prior achievement, intelligence, and domain-specific self-concepts). The study draws on longitudinal data from two independent samples of students (A/B) who were each followed from Grade 7 to Grade 9 (N
A/B
= 1143/1345). In each academic domain, structural equation models showed that externalizing behavior negatively predicted and prosocial behavior positively predicted academic achievement. When both behaviors were included simultaneously, prosocial behavior particularly predicted school grades in both domains, whereas externalizing behavior particularly predicted test scores in mathematics. Further analyses did not suggest differences between boys and girls in the effects of social behavior on academic achievement. Implications for future research and educational practice are discussed.
This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal ...sample of
N
=
1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.
► Predictors of reading performance among older children. ► Unique effects of reading motivation. ► Reading for interest as strongest predictor of performance growth.
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with ...academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite Stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.
The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EMpredicts positive effects of ...mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative effects of mathematics and verbal achievements and ASCs on subsequent achievements and ASCs across domains. Although ample support was provided for the I/E model by cross-sectional data and for the REM within a single domain, there has been almost no research on the longitudinal generalizability of the reciprocal cross-domain effects. Using three waves of data collection from Grade 5 to Grade 8 with N = 1,508 students, analyses supported the validity of the RI/EM, revealing positive longitudinal effects of grades and ASCs on subsequent grades and ASCs within domains and negative effects of grades on subsequent ASCs across domains. There were also small negative effects of ASCs on subsequent grades across domains.
International large-scale assessments, such as the Program for International Student Assessment (PISA), are conducted to provide information on the effectiveness of education systems. In PISA, the ...target population of 15-year-old students is assessed every 3 years. Trends show whether competencies have changed in the countries between PISA cycles. In order to provide valid trend estimates, it is desirable to retain the same test conditions and statistical methods in all PISA cycles. In PISA 2015, however, the test mode changed from paper-based to computer-based tests, and the scaling method was changed. In this paper, we investigate the effects of these changes on trend estimation in PISA using German data from all PISA cycles (2000-2015). Our findings suggest that the change from paper-based to computer-based tests could have a severe impact on trend estimation but that the change of the scaling model did not substantially change the trend estimates. (DIPF/Orig.)
The assessment of text quality is a transdisciplinary issue concerning the research areas of educational assessment, language technology, and classroom instruction. Text length has been found to ...strongly influence human judgment of text quality. The question of whether text length is a construct-relevant aspect of writing competence or a source of judgment bias has been discussed controversially. This paper used both a correlational and an experimental approach to investigate this question. Secondary analyses were performed on a large-scale dataset with highly trained raters, showing an effect of text length beyond language proficiency. Furthermore, an experimental study found that pre-service teachers tended to undervalue text length when compared to professional ratings. The findings are discussed with respect to the role of training and context in writing assessment.
Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ...ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.
This article examines the effect of classroom management strategies on students' interest development in secondary school mathematics classes. Two studies using student questionnaire data (one ...cross-sectional, with data from 400 students; the other longitudinal, with 1900 students) are reported. Results show that students' perceptions of rule clarity and teacher monitoring are positively related to their interest. Hierarchical linear modeling was used to examine the effect of classroom management on interest development over one school year, revealing that only individually perceived classroom management strategies and none of the class-level teaching characteristics (aggregated student data) affected interest development.
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