Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-04-27 DOI:10.1007/s11218-024-09918-y

Chunlei Gao, Jiawen Lv

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Abstract

Classroom group characteristics are not only related to student outcomes, but also have an impact on classroom instruction. This study investigates an integrated model that examines the direct or indirect relationships among classroom-level adversity (CLA), instructional clarity, student academic self-concept and achievement in math lessons. Using TIMSS 2019 data from five East Asian regions and five Western countries, this study examined eighth-grade students (N = 30,115 in Western; N = 21,340 in Eastern) and their teachers in math lessons (N = 2,082 in Western; N = 1,242 in Eastern). Through multilevel analyses, we found the relationship between CLA and math self-concept was negatively mediated by instructional clarity. In the Eastern regions, CLA did not have a significant indirect effect on math achievement through instructional clarity, but in Western countries, a positive indirect effect was observed. In addition, a direct negative relationship between CLA and student outcomes in both Eastern and Western samples was detected.

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课堂逆境、教学清晰度和学生成绩：基于 TIMSS 2019 的多层次调解模型

班级群体特征不仅与学生成绩有关，而且对课堂教学也有影响。本研究调查了一个综合模型，考察了课堂逆境（CLA）、教学清晰度、学生学业自我概念和数学课成绩之间的直接或间接关系。本研究使用来自五个东亚地区和五个西方国家的 TIMSS 2019 数据，考察了八年级学生（西方国家人数=30,115；东方国家人数=21,340）及其数学课教师（西方国家人数=2,082；东方国家人数=1,242）。通过多层次分析，我们发现 CLA 与数学自我概念之间的关系与教学清晰度呈负相关。在东部地区，CLA 并未通过教学清晰度对数学成绩产生显著的间接影响，但在西部国家，却观察到了正向的间接影响。此外，在东方和西方国家的样本中，都发现了CLA与学生成绩之间的直接负相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.