Student Development in the Years of Early Adolescence: Longitudinal Relations With Teaching Quality

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

Students’ daily experiences with their teachers in the classroom have been shown to have a great impact on students’ learning. Yet, longitudinal research investigating the role of teaching quality in student development during early adolescence is still scarce. Using a large sample of German secondary school students and their homeroom teachers, this longitudinal study provides a comprehensive analysis of how the trajectories of students’ academic development and socio-emotional school adjustment are shaped by teaching quality from fifth to eighth grade.
Teaching quality declined from both the student and the teacher perspective, whereas students’ socio-emotional school adjustment showed more favorable change over time. Moreover, significant associations between the trajectories of students’ academic development, socio-emotional school adjustment and teaching quality occurred.

Authors

• Johanna Marder, Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universität Tübingen

• Richard Goellner, Tuebingen University

• Benjamin Caspar Fauth, University of Tübingen

• Karen Aldrup, Leibniz Institute for Science and Mathematics Education

• Ulrich Trautwein, University of Tubingen