{"title":"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","authors":"Faming Wang, Yaping Liu, S. Leung","doi":"10.1080/09243453.2022.2043393","DOIUrl":null,"url":null,"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.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling\",\"authors\":\"Faming Wang, Yaping Liu, S. Leung\",\"doi\":\"10.1080/09243453.2022.2043393\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47698,\"journal\":{\"name\":\"School Effectiveness and School Improvement\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2022-02-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Effectiveness and School Improvement\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09243453.2022.2043393\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2022.2043393","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling
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.
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