{"title":"课堂逆境、教学清晰度和学生成绩：基于 TIMSS 2019 的多层次调解模型","authors":"Chunlei Gao, Jiawen Lv","doi":"10.1007/s11218-024-09918-y","DOIUrl":null,"url":null,"abstract":"<p>Classroom group characteristics are not only related to student outcomes, but also have an impact on classroom instruction. This study investigates an integrated model that examines the direct or indirect relationships among classroom-level adversity (CLA), instructional clarity, student academic self-concept and achievement in math lessons. Using TIMSS 2019 data from five East Asian regions and five Western countries, this study examined eighth-grade students (<i>N</i> = 30,115 in Western; <i>N</i> = 21,340 in Eastern) and their teachers in math lessons (<i>N</i> = 2,082 in Western; <i>N</i> = 1,242 in Eastern). Through multilevel analyses, we found the relationship between CLA and math self-concept was negatively mediated by instructional clarity. In the Eastern regions, CLA did not have a significant indirect effect on math achievement through instructional clarity, but in Western countries, a positive indirect effect was observed. In addition, a direct negative relationship between CLA and student outcomes in both Eastern and Western samples was detected.</p>","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"94 1","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019\",\"authors\":\"Chunlei Gao, Jiawen Lv\",\"doi\":\"10.1007/s11218-024-09918-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Classroom group characteristics are not only related to student outcomes, but also have an impact on classroom instruction. This study investigates an integrated model that examines the direct or indirect relationships among classroom-level adversity (CLA), instructional clarity, student academic self-concept and achievement in math lessons. Using TIMSS 2019 data from five East Asian regions and five Western countries, this study examined eighth-grade students (<i>N</i> = 30,115 in Western; <i>N</i> = 21,340 in Eastern) and their teachers in math lessons (<i>N</i> = 2,082 in Western; <i>N</i> = 1,242 in Eastern). Through multilevel analyses, we found the relationship between CLA and math self-concept was negatively mediated by instructional clarity. In the Eastern regions, CLA did not have a significant indirect effect on math achievement through instructional clarity, but in Western countries, a positive indirect effect was observed. In addition, a direct negative relationship between CLA and student outcomes in both Eastern and Western samples was detected.</p>\",\"PeriodicalId\":51467,\"journal\":{\"name\":\"Social Psychology of Education\",\"volume\":\"94 1\",\"pages\":\"\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-04-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s11218-024-09918-y\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11218-024-09918-y","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019
Classroom group characteristics are not only related to student outcomes, but also have an impact on classroom instruction. This study investigates an integrated model that examines the direct or indirect relationships among classroom-level adversity (CLA), instructional clarity, student academic self-concept and achievement in math lessons. Using TIMSS 2019 data from five East Asian regions and five Western countries, this study examined eighth-grade students (N = 30,115 in Western; N = 21,340 in Eastern) and their teachers in math lessons (N = 2,082 in Western; N = 1,242 in Eastern). Through multilevel analyses, we found the relationship between CLA and math self-concept was negatively mediated by instructional clarity. In the Eastern regions, CLA did not have a significant indirect effect on math achievement through instructional clarity, but in Western countries, a positive indirect effect was observed. In addition, a direct negative relationship between CLA and student outcomes in both Eastern and Western samples was detected.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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