Poster #64 - Analyzing the Influence of Approaches to Learning Profiles on Teacher-Student Relationships and Academic Outcomes

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

Approaches to Learning (ATL) is an important component of school readiness, found to predict academic and social-emotional outcomes in children. Using the ECLS-K:2011 spring 2011 data (N= 14,056), this study adopts a person-centered approach using latent class analysis to 1) identify profiles in ATL for kindergarten children , 2) examine how covariates, gender, SES, and race (White, African American, and Hispanic) predict latent class membership, and 3) examine the effect of ATL profiles on achievement (reading and math IRT scores) and teacher-student relationships (closeness and conflict scores)

The sample was randomly divided in half and a test and validation approach was used for the latent class enumeration process. The four-class model fit the data best, was stable across the split-samples, and made sense substantively. Four profiles of ATL were identified: Class 1: High overall ATL (62%), Class 2: Low overall ATL (17% ), Class 3 (12%): Rule abiding, non-learning-oriented (characterized by following rules but may not appear motivated to learn independently), and Class 4 (8%): Learning-oriented but has difficulty following rules (characterized by a student eager to learn, works independently, but does not appear attentive in class and has difficulty following rules). See Figure 1 for latent class profile plots.

After adjusting for differential item functioning, covariates were added to predict latent class membership. Between Class 1 and 2, girls have approximately three time the odds (p < .001) of being in Class 1. A unit increase in SES increases the odds of being in the Class 1 compared to Class 2 by 1.7 times (p < .001). Between Class 3 and 4, girls and Hispanic students have 1.4 and 2.5 times the odds of being in the Class 3 compared to Class 4 (p <.05, p < .01 respectively)

Achievement outcomes and teacher-student relationship scores were added to the model as distal outcomes. Results reported are adjusted for gender, SES, and race. In line with prior research, Class 1 (high ATL) had the highest reading and math scores and Class 2 (low ATL) had the lowest reading and math scores. Class 4 had the second highest math scores among the classes, suggesting that learning-orientation characteristics (eagerness to learn, works independently) are important in improving academic outcomes. Students in Class 1 have the highest mean scores of teacher closeness and lowest levels of teacher conflict (measured from 1-5). Class 2 had the poorest relationship with teachers with lowest closeness and highest conflict scores. Although Class 4 (learning oriented, difficulty following rules) had higher teacher conflict scores compared to Class 2 and 3, it also had significantly higher teacher closeness scores. See Table 1 for results.

By distinguishing profiles of ATL and examining how they influence teacher-student relationships and achievement, this study highlights the importance of fostering curiosity and independent learning, which could strengthen learning behaviors in young children. Although rule-driven environments play an important role in creating structure within the classroom, teachers could leverage the strengths that children bring to the classroom and use it to foster greater learning opportunities.

Author

• Melissa S.C. Lee, Indiana University Bloomington
  Presenting Author