Doubly latent multilevel structural equation models disaggregate disciplinary-problem effects at student versus classroom level¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The study assessed the impact of classroom disciplinary problems using doubly latent multilevel structural equation models to properly disaggregate effects occurring at the student versus classroom level. → Arens 2015

Evidence¶

Arens 2015¶

Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer. (2015). Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator? Learning and instruction 39. https://doi.org/10.1016/j.learninstruc.2015.07.001

q3 · i? · associational · r2

Methodological contribution of the study: the authors state they assessed the impact of disciplinary problems "using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level." This is the authors' own characterization of their analytic approach.

"This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level."

Discussion¶

Related Claims¶

• Classroom disciplinary problems are directly and negatively related to student achievement and to competence self-perceptions, test anxiety, and engagement — related
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models — related
• Measurement error bias inflates peer spillover effects while attenuating the BFLPE; controls strengthen the BFLPE and weaken the spillover effect — related
• Positive school-average achievement effects on subsequent achievement can be phantom effects that disappear under doubly-latent modeling with covariates — related
• Verbal achievement mediates most relations between classroom disciplinary problems and motivation constructs — related
• Student, student/home, and school factors explain significant variance in student- and school-level mathematics motivation — related