Instructional Clarity and Classroom Management Are Linked to Attitudes towards Mathematics: A Combination of Student and Teacher Ratings

Autor/in	Chen, Xin
Titel	Instructional Clarity and Classroom Management Are Linked to Attitudes towards Mathematics: A Combination of Student and Teacher Ratings
Quelle	In: British Journal of Educational Psychology, 93 (2023) 2, S.591-607 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12580
Schlagwörter	Mathematics Teachers; Middle School Students; Grade 8; Elementary Secondary Education; Foreign Countries; Achievement Tests; Science Tests; Mathematics Tests; Student Attitudes; Classroom Techniques; Instructional Effectiveness; Student Evaluation of Teacher Performance; Teacher Attitudes; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Klassenführung; Unterrichtserfolg; Lehrerverhalten
Abstract	Background: Previous research examined the relationship between teaching characteristics and constructs of attitudes towards mathematics (ATM) from the student perspective in isolation. Aims: This study aims to survey the relationship between instructional clarity and classroom management and ATM constructs (i.e., mathematics self-concept, mathematics value, enjoyment and boredom) from the student and teacher perspectives. Samples: The data was gathered from 8698 eighth graders (49.9% girls) and 536 math instructors (70% female) who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 survey in the United States. Students were nested within 537 classrooms in 273 schools. Methods: The multilevel modelling was used to explore the link between instructional clarity and classroom management and ATM constructs. Results: Instructional clarity and classroom management represented different constructs at the student and class level when combining student and teacher perspectives. Students' reports of the two teaching characteristics revealed significant connections with ATM constructs, particularly with regard to instructional clarity. Whereas, teachers' reports of instructional clarity had no relationships with aspects of ATM. Furthermore, compared with students' ratings, classroom management rated by teachers showed a greater relation with ATM constructs except for boredom. Conclusions: Combining multilevel analyses with student and teacher evaluations of classroom teaching is a promising endeavour. Students' perceptions of instructional clarity play an influential role in ATM outcomes, while teacher-rated classroom management is of great relevance to ATM constructs (except boredom) than students' reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01