The GI/E pattern of relations between achievement and perceptions of the learning environment generalizes across same-aged elementary school students and students attending high-ability secondary schools.¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Constraining the achievement-to-perception paths to be equal across elementary and secondary school groups did not change the CFI value, indicating the path model is generalizable across the two groups. → Arens 2016

Evidence¶

Arens 2016¶

Arens, A.K., & Möller, J. (2016). Dimensional comparisons in students' perceptions of the learning environment. Learning and Instruction, 42, 22–30. https://doi.org/10.1016/j.learninstruc.2015.11.001

q3 · i? · associational · r2

Multi-group invariance testing (Models 5–8) compared sixth-graders in elementary school (N = 3169) with same-aged students in high-ability secondary schools (N = 1757). The article reports that constraining paths "did not lead to a change in the CFI value," supporting generalizability of the GI/E pattern across learning environments.

"Constraining the paths to equal size in both groups (Model 8) did not lead to a change in the CFI value indicating that the path model is generalizable across the two groups of students."

Discussion¶

Related Claims¶

• Math and language achievement are positively related to students' perceptions of the learning environment in matching domains but negatively related or unrelated across non-matching domains, supporting the GI/E model for perceptions of instructional quality and student-teacher relations. — related
• The GI/E pattern of relations between achievement and learning-environment perceptions is more pronounced for math achievement than for language achievement. — related
• The achievement goal model's pattern of results holds for both younger and older adult age groups — related
• Secondary students' perceptions of instructional quality exhibit a two-level structure — related