Assessing the Effects of Student Perceptions of Instructional Quality: A Cross-Subject Within-Student Design

• In Event: The Dynamic Interplay Between Teacher and Student Experiences, Motivational Beliefs, and Achievement

Abstract

We analyze German data in which 9th grade students self-reported on classroom instruction, self-efficacy, and achievement in English and German classes taught by two different teachers. Utilizing cross-classified models, we quantify the variance in students' classroom perceptions and outcomes due to 1) teacher-student dyads, 2) students, and 3) classrooms/teachers. We investigate associations between classroom perceptions and outcomes at each of these levels. Nearly 18% and 17% of the variance in perceived teacher support and classroom management were at the student-level, 23% and 24% at the classroom/teacher level, and the remaining at the student-teacher dyadic-level. Associations between teacher support and test scores, self-reported grades, and self-efficacy emerged at the teacher-student dyad, student, and classroom/teacher levels; associations involving classroom management were inconsistent.

Authors

• Erik Ruzek, NWEA

• Karen Aldrup, Leibniz Institute for Science and Mathematics Education

• Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Kiel, Germany