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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-174772
DOI: 10.25656/01:17477; 10.1016/j.learninstruc.2015.11.001
URN: urn:nbn:de:0111-pedocs-174772
DOI: 10.25656/01:17477; 10.1016/j.learninstruc.2015.11.001
Title |
Dimensional comparisons in students' perceptions of the learning environment |
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Authors | Arens, A. Katrin ; Möller, Jens |
Source | Learning and instruction 42 (2016), S. 22-30 |
Document | full text (358 KB) (formally and content revised edition) |
License of the document | |
Keywords (German) | Berlin; Deutschland; Deutschunterricht; Empirische Untersuchung; Grundschule; Leistungsmessung; Lernumgebung; Mathematikunterricht; Qualität; Schüler; Schüler-Lehrer-Beziehung; Schülerleistung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbsteinschätzung; Selbstkonzept; Strukturgleichungsmodell; Übergang; Wahrnehmung |
sub-discipline | Empirical Educational Research Educational Psychology |
Document type | Article (journal) |
ISSN | 0959-4752; 09594752 |
Language | English |
Year of creation | 2016 |
review status | Peer-Reviewed |
Abstract (English): | This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student-teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research. (DIPF/Orig.) |
other articles of this journal | Learning and instruction Jahr: 2016 |
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Date of publication | 30.10.2019 |
Citation | Arens, A. Katrin; Möller, Jens: Dimensional comparisons in students' perceptions of the learning environment - In: Learning and instruction 42 (2016), S. 22-30 - URN: urn:nbn:de:0111-pedocs-174772 - DOI: 10.25656/01:17477; 10.1016/j.learninstruc.2015.11.001 |