The GI/E pattern of relations between achievement and learning-environment perceptions is more pronounced for math achievement than for language achievement.¶

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 shows positive relations to both math-domain perception facets and negative relations to both language-domain facets, whereas language achievement is unrelated to math-domain perceptions. → 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

Discussion of Model 3 path results from the N = 4926 sample. The article states the GI/E pattern "was more pronounced for math achievement," with math achievement negatively related to both language-domain facets while language achievement was unrelated to math-domain perceptions.

"The resulting GI/E pattern was more pronounced for math achievement since the findings showed positive relations between math achievement and both facets of students’ perceptions of the learning environment regarding math classes and negative relations between math achievement and both facets of students’ perceptions of the learning environment regarding language classes."

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
• 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. — a broader claim this one bears on
• Perceived instructional quality is more strongly related to student achievement than perceived student-teacher relations, within and across domains. — related