Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades

Autor/inn/en	Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
Titel	Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.289-300 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033829
Schlagwörter	Student Characteristics; Grades (Scholastic); Classroom Techniques; Scores; Mathematics Tests; Student Interests; Educational Attainment; Parent Background; Grade 8; Secondary School Students; Hierarchical Linear Modeling; Regression (Statistics); Secondary School Mathematics; Correlation; Mathematics Achievement; Foreign Countries; Predictor Variables; Germany + Suchen Sie Ihr Suchwort? Notenspiegel; Klassenführung; Studieninteresse; Bildungsabschluss; Bildungsgut; Elternhaus; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Regression; Regressionsanalyse; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Prädiktor; Deutschland
Abstract	The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038 8th-grade students from 1,470 classrooms, multilevel regression analyses revealed that grades were less strongly related to students' test scores and more strongly related to students' effort in classrooms with an unfavorable academic composition (i.e., low average test performance). Classroom management was found to moderate the association between academic classroom composition and the parental education-grade relationship, indicating a noticeable grade advantage of students with high parental education in classrooms with both an unfavorable academic composition and ineffective classroom management. Our findings highlight the relevance of classroom composition and classroom management to research on teachers' grading and point toward possible ways to improve current grading practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01