Dimensional comparisons in students' perceptions of the learning environment.

Autor/inn/en	Arens, A. Katrin; Möller, Jens
Titel	Dimensional comparisons in students' perceptions of the learning environment.
Quelle	In: Learning and instruction, (2016) 42, S. 22-30Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2015.11.001
URN	urn:nbn:de:0111-pedocs-174772
Schlagwörter	Empirische Untersuchung; Strukturgleichungsmodell; Selbsteinschätzung; Selbstkonzept; Wahrnehmung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Übergang; Grundschule; Schüler-Lehrer-Beziehung; Schüler; Schülerleistung; Lernumgebung; Deutschunterricht; Mathematikunterricht; Leistungsmessung; Modell; Qualität; Berlin; Deutschland
Abstract	This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student-teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2