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Cognitive and Noncognitive Outcomes in Mathematics Classrooms and Their Relationship With Instructional Quality
Thu, April 27, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: Ballroom Level, Hemisfair Ballroom 2Abstract
In K-12, school and teaching do not only aim at fostering knowledge but they shall also help students to develop specific interests and realistic self-views. This paper examines how instructional qualities(cognitive activation, classroom discipline, teacher support) are related to achieving cognitive and noncognitive outcomes – representing multi-dimensional educational goals – in mathematics classes based on PISA 2012 data. For each educational goal, latent multilevel models were specified. For mathematics competence and self-efficacy, results showed a positive relation with cognitive activation and classroom discipline. Mathematics interest was positively associated with cognitive activation, discipline, and teacher support. Findings prove that fostering cognitive and noncognitive outcomes simultaneously in mathematics classes is possible. Implications for teaching and learning and educational policy are discussed.