Doubly Latent Multilevel Analyses of Classroom Climate
An Illustration
Datos Bibliográficos
| ID | 23329922 |
|---|---|
| Autores | Alexandre J S Morin (0000-0001-6898-4788, Western Sydney University), Herbert W Marsh (0000-0002-1078-9717, Western Sydney University), Benjamin Nagengast (0000-0001-9868-8322, University of Tübingen), Laura Francesca Scalas (0000-0002-8690-1103, University of Cagliari) |
| Año | 2014 |
| Volumen | 82 |
| Número | 2 |
| Páginas | 143-167 |
| Fecha de publicación | 2014-04-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | The Journal of Experimental Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-0973 • E-ISSN: 1940-0683 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220973.2013.769412 |
| OpenAlex | W2127069666 |
| Idioma | EN |
| Citas recibidas | 83 |
| Referencias citadas | 43 |
Many classroom climate studies suffer from 2 critical problems: They (a) treat climate as a student-level (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than on latent-variable models that control measurement error at L1 and L2, and sampling error in the aggregation of L1 ratings to form L2 constructs. On the basis of an analysis of 2,541 students in Grades 5 or 6 from 89 classrooms, the authors demonstrate doubly latent multilevel structural equation models that overcome both of these problems. The results show that L2 classroom climate (a higher-order factor representing classroom mastery goal orientation, challenge, and teacher caring) had positive effects on self-efficacy and achievement. The authors conclude with a discussion of related issues (e.g., the meaning of L2 constructs vs. L1 residuals, the dimensionality of climate constructs at L2) and guidelines for future research. [Supplementary materials are available for this article. Go to the publisher's online edition of The Journal of Experimental Education for the following free supplemental resource(s): Appendices and Supplemental Tables.]
Construct (python library) · Curse of dimensionality · Econometrics · Latent class model · Latent variable · Latent variable model · Mathematics education · Meaning (existential) · Multilevel model · Statistics · Structural equation modeling · Variable (mathematics) · Computer Science · Early Childhood Education and Development · Educational Environments and Student Outcomes · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Linking School Culture to Successful Curriculum Reform
Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior
Happy fish in little ponds
Warning students of the consequences of examination failure
Self-regulated and externally regulated learning in adolescence
Relations between teachers’ emotional exhaustion and students’ educational outcomes.
Teachers’ self-efficacy beliefs for teaching math
Autonomy-supportive teaching
Teacher self-efficacy, instructional quality, and student motivational beliefs
Role of the Emotions and Classroom Environment in Willingness to Communicate
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement
Peer and teacher supports in relation to motivation and effort
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Immigrant adolescents’ perceptions of cultural pluralism climate
Motivation and Personality
Student perceptions of teacher messages about the value of science in the classroom
Rethinking the Measurement of Motivational Climate
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
Organizational resilience and transformational leadership for managing complex school systems
Student-, parent-, and teacher-related intercultural attitudes and global competence
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Teacher emotional labour, instructional strategies, and students’ academic engagement
The Impact of Sampling and Measurement Error in Y on the Estimation of Level 2 Standardized X-Y Relationships
Controlling style, relatedness and cohesion in university students
How do teachers engaging messages affect students? A sentiment analysis
Principals' systems thinking and student outcomes
Predicting reading motivation and achievement
A multilevel SEM study of classroom talk on cooperative learning and academic achievement
Examining the relationship between teacher career motivation and teacher job satisfaction
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject
What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages
Teacher‐Student Rapport
School middle leaders' transformational leadership and organizational resilience
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts
Catching sight of children with internalizing symptoms in upper elementary classrooms
The contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores
Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale
The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness
Comparing quality and engagement in face‐to‐face and online teacher professional development
A multilevel perspective on the role of job demands, job resources, and need satisfaction for employees' outcomes
How should pretest measures be included in multilevel models when examining the effects of teacher or school variables on learning
Civic Behavior and Sense of Belonging at School
A multilevel examination of teachers’ occupational commitment
School middle leaders’ personality traits and collective teachers’ efficacy
The mediation effect of student self-efficacy between teaching approaches and science achievement
Men are from Mars and women are from Venus
Authoritative school climate as a context for civic socialization
Disaggregating Between- and Within-Classroom Variation in Student Behavior
Measuring Effective Teacher-Student Interactions From a Student Perspective
The validity of student ratings of teaching quality
Measuring the quality of teacher professional development
Linking university mathematics classroom environments to student achievement
Instructional engagement and student learning outcomes
The Sampling Ratio in Multilevel Structural Equation Models
Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes
Instructional Practices, Students’ Self-Efficacy and Math Achievement
Gemeinschaft trotz Individualisierung? Der Zusammenhang des Gemeinschaftsgefühls mit Unterrichtsqualität und individualisierter Unterrichtsgestaltung in heterogenen Lerngruppen
Student-teacher agreement on classroom goal structures and potential predictors
Teachers’ engaging messages
Collective teacher innovativeness in 48 countries
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership
Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the Covid-19 pandemic
Engagement and burnout in the classroom – Crossover effects from teachers to students
A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
An international perspective on teacher self-efficacy
Using youth-specific approaches to illuminate character-well-being relations
Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data
Open Classroom Climate in International Large-Scale Assessments
Facilitators’ Engagement in Advocacy towards Inclusion of Adults with Disabilities in the Literacy Training Program in Gedeo Zone, Ethiopia
(Re)examining the effects of open classroom climate on the critical consciousness of preadolescent and adolescent youth
Making Sense of Consensus
Students who bully and their perceptions of teacher support and monitoring
Importance models of the physical self
Welcoming Parents to Their Child’s School
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
Role of ethical school leadership in shaping adolescents’ aggressive attitudes
Teachers’ instructional support and students’ peer relationships in the classroom
Promoting school effectiveness
Peer cooperation and competition are both positively linked with mastery-approach goals
Relationship between parent involvement and academic achievement through metacognitive strategies
Analysis of Incomplete Multivariate Data
The multilevel latent covariate model
People are variables too
The impact of nonnormality on full information maximum-likelihood estimation for structural equation models with missing data.
Statistical Analysis With Missing Data
Classroom Climate and Contextual Effects
The Impact of Categorization With Confirmatory Factor Analysis
Missing Data Imputation versus Full Information Maximum Likelihood with Second-Level Dependencies
Intraclass Correlation Values for Planning Group-Randomized Trials in Education
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Assessing the impact of learning environments
On the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA
The Relation Between Self-Beliefs and Academic Achievement
The Theoretical Foundations of Principal Factor Analysis, Canonical Factor Analysis, and Alpha Factor Analysis
Regression Among Factor Scores
Assessing Goodness of Fit
A comparison of some methodologies for the factor analysis of non‐normal Likert variables
The Attack of the Psychometricians
An introduction to modern missing data analyses
Alternative Methods for Assessing Mediation in Multilevel Data
Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years
On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
Missing Data Analysis
Centering predictor variables in cross-sectional multilevel models
The Relative Performance of Full Information Maximum Likelihood Estimation for Missing Data in Structural Equation Models
In Search of Golden Rules
A general multilevel SEM framework for assessing multilevel mediation.
Doubly-Latent Models of School Contextual Effects
Phantom Behavioral Assimilation Effects
The fallacy of the ecological fallacy
Ecological Correlations and the Behavior of Individuals
| Obras citantes distintas | 83 |
|---|---|
| Citas por año | 6,92 |
| Intervalo de citas | 2014 - 2026 (13) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 78 |