Journal Article10.1080/00461520.2012.670488
Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects
Herbert W. Marsh,Oliver Lüdtke,Benjamin Nagengast,Ulrich Trautwein,Alexandre J. S. Morin,Adel S. Abduljabbar,Olaf Köller +6 more
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TL;DR: In this paper, the effects of two classroom climate variables and one classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes were investigated. But the authors focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-Level L1 measures) and more appropriate multilevel models.
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Abstract: Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 classroom climate variables and one L2 classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent multilevel models to (a) evaluate the factor structure of L1 and L2 constructs based on multiple indicators of classroom climate and context measures, (b) control measurement error at L1 and L2, (c) control sampling error in the aggregation of L1 responses to form L2 constructs (the average of student-l...
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Citations
Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages
TL;DR: In this paper, the authors test the factorial two-level structure of performance-approach goal structures to establish whether a distinction between normative and appearance components is empirically supported, and explore relations to achievement and approach-oriented achievement goals.
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics
Ronny Scherer,Trude Nilsen +1 more
- 01 Jan 2016
TL;DR: In this article, the role of instructional quality as a potential mediator between school climate and student motivation is examined, thereby focusing on three aspects of school climate (emphasis on academic success, safety, and order in schools) and three aspect of achievement motivation (self-concept, intrinsic value, and extrinsic value).
Agreement and Discrepancy Between Supervisor and Clinician Alliance: Associations with Clinicians’ Perceptions of Psychological Climate and Emotional Exhaustion
Jill Locke,Stephanie Violante,Michael D. Pullmann,Suzanne E. U. Kerns,Nathaniel Jungbluth,Shannon Dorsey +5 more
TL;DR: It is indicated that discrepancies in alliance ratings were common and associated with clinicians’ perceptions of psychological climate and emotional exhaustion and have important implications for collaboration among supervisors and clinicians within a community mental health organizational context and the provision of EBTs.
Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway
TL;DR: In this paper, a multilevel structural equational modelling analyses are conducted to answer three research questions: (a) Do the items reliably measure the three dimensions of instructional quality (INQUA) as classroom constructs? And if not, can we build reliable scales with the items, capturing the dimensions of INQUA as classroom constructions?
A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms
Mehmet Şükrü Bellibaş,Farida Ryskulueva,Jarad Levin,Marcus Pietsch +3 more
TL;DR: This study examines the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms, finding that psychological safety moderates the positive association between leadership and innovation, with stronger effects in schools with higher teacher safety.
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