Perceived instructional quality is more strongly related to student achievement than perceived student-teacher relations, within and across domains.¶

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 relates more strongly to perceived instructional quality in math classes (r = .416) than to relations with math teachers (r = .132); language achievement shows the same asymmetry (r = .275 vs. r = .090). → Arens 2016 q3 i? Constraining achievement-to-perception paths to be equal within domains substantially worsened model fit (ΔCFI = .022, exceeding the .01 cut-off), indicating the two facets are differentially related to achievement. → 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

Factor-correlation results (Model 2) in the N = 4926 sample show instructional quality more highly related to achievement than student-teacher relations. The article reports "higher relations to students’ perceived instructional quality in math classes (r = .416; p < .001)" versus r = .132 for math-teacher relations.

"Math achievement demonstrated relatively higher relations to students’ perceived instructional quality in math classes (r = .416; p < .001) and relations to their math teachers (r = .132; p < .001) compared to instructional quality in language classes (r = .105; p < .001) and students’ relations to their language teacher (r = -.014; ns)."

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