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.¶

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? Math achievement is positively related to perceived instructional quality in math classes (β = .446) and to relations with math teachers (β = .109), but negatively related to perceived instructional quality in language classes (β = -.097) and relations with language teachers (β = -.108). → Arens 2016 q3 i? Language achievement is positively related to perceived instructional quality in language classes (β = .333) and relations with language teachers (β = .155), but unrelated to perceived instructional quality in math classes and to relations with math teachers. → 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

Latent regression path model (Model 3) in a sample of N = 4926 German sixth-graders tested GI/E assumptions with achievement predicting both perception facets. The article reports "positively related to students’ perceptions of the learning environment in the same domain but negatively related to students’ perceptions in the other domain"; no standardized effect sizes beyond path coefficients are printed for the omnibus pattern.

"Moreover, students’ achievement was found to be positively related to students’ perceptions of the learning environment in the same domain but negatively related to students’ perceptions in the other domain."

Discussion¶

Related Claims¶

• 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. — related
• The GI/E pattern of relations between achievement and learning-environment perceptions is more pronounced for math achievement than for language achievement. — a narrower finding that bears on this claim
• Perceived instructional quality is more strongly related to student achievement than perceived student-teacher relations, within and across domains. — related