Becoming Effective Learners Student Survey (BEL-S)

Product or Programme · All products and programmes
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description

The BEL-S is a Rasch-based student self-report survey developed by Camille A. Farrington and colleagues to measure noncognitive factors and perceptions of classroom environments within specific courses.

Components

Claims

• Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors [+W]
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students [+W]
• Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability [+W]
• Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes [+W]

Related Products and Programmes

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Key Sources

• Camille A. Farrington, Shanette Porter, Joshua Klugman. (2019). Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades

Page metadata

Field	Value
type	product
id	becoming-effective-learners-student-survey-bel-s
title	Becoming Effective Learners Student Survey (BEL-S)
description	The BEL-S is a Rasch-based student self-report survey developed by Camille A.
status	review
moved_from	element/bel-s-student-survey
product_kind	assessment
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — camille-a-farrington-2019

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