Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-02-27 DOI:10.1080/09243453.2022.2043393

Faming Wang, Yaping Liu, S. Leung

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引用次数: 9

Abstract

ABSTRACT Disciplinary climate and opportunity to learn (OTL) are considered as effectiveness-enhancing factors that can improve mathematics achievement. In this study, we investigated whether the school-level aggregation of student-reported OTL could yield reliable and valid measures, and then explored the relationships among disciplinary climate, OTL, and mathematics achievement at both school and student levels. Doubly latent multilevel structural equation modeling was adopted to analyze data from 63 countries/economies measured in the Programme for International Student Assessment (PISA) 2012. Three key findings emerged: (1) both disciplinary climate and OTL were reliable constructs when used at the school level, (2) disciplinary climate and OTL had positive effects on achievement at the school level, and OTL mediated the influence of disciplinary climate on achievement, and (3) OTL was positively associated with student achievement at the student level. Methodological and practical implications were discussed.

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学科氛围、学习机会和数学成就:使用双潜多层结构方程模型的分析

学科氛围和学习机会(OTL)被认为是可以提高数学成绩的有效性增强因素。在本研究中，我们调查了学生报告的OTL在学校层面的聚合是否能够产生可靠和有效的测量，然后在学校和学生层面探讨学科氛围、OTL和数学成绩之间的关系。采用双潜多水平结构方程模型来分析国际学生评估项目(PISA) 2012中测量的63个国家/经济体的数据。主要发现如下:(1)在学校层面，学科氛围和学习学习都是可靠的构念;(2)在学校层面，学科氛围和学习学习对成绩有正向影响，并且学习学习在学科氛围对成绩的影响中起中介作用;(3)在学生层面，学习学习与学生成绩呈正相关。讨论了方法和实际影响。

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

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform