TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
T1  - Instructional characteristics in mathematics classrooms
BT  - relationships to achievement goal orientation and student engagement
JF  - Mathematics Education Research Journal
N2  - This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
KW  - Mathematics classrooms
KW  - Instruction
KW  - Intrinsicmotivation
KW  - Achievement goal orientation
KW  - Effort
KW  - Gender
Y1  - 2017
U6  - https://doi.org/10.1007/s13394-017-0196-4
SN  - 1033-2170
SN  - 2211-050X
VL  - 29
SP  - 201
EP  - 217
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Gärtner, Holger
A1  - Brunner, Martin
T1  - Once good teaching, always good teaching?
BT  - the differential stability of student perceptions of teaching quality
JF  - Educational Assessment, Evaluation and Accountability
N2  - In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students’ perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students’ grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher’s teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students’ feedback results to other teaching situations is discussed.
KW  - Stability
KW  - Student perception
KW  - Instruction
KW  - Generalizability
KW  - Situation
Y1  - 2018
U6  - https://doi.org/10.1007/s11092-018-9277-5
SN  - 1874-8597
SN  - 1874-8600
VL  - 30
IS  - 2
SP  - 159
EP  - 182
PB  - Springer
CY  - Heidelberg
ER  -