A Meta-Analysis of Teachers' Provision of Structure in the Classroom and Students' Academic Competence Beliefs, Engagement, and Achievement

Autor/inn/en	Patall, Erika A.; Yates, Nicole; Lee, Jihyun; Chen, Man; Bhat, Bethany H.; Lee, Kejin; Beretvas, S. Natasha; Lin, Shengjie; Yang, Sophia Man; Jacobson, Neil G.; Harris, Eboneigh; Hanson, Derek J.
Titel	A Meta-Analysis of Teachers' Provision of Structure in the Classroom and Students' Academic Competence Beliefs, Engagement, and Achievement
Quelle	(2023), (91 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patall, Erika A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Meta Analysis; Classroom Techniques; Learner Engagement; Self Efficacy; Student Behavior; Academic Achievement; Preschool Children; Elementary School Students; Secondary School Students; Educational Strategies; Intervention; Correlation; Socioeconomic Status; Cultural Context; Student Attitudes; Teacher Student Relationship; Self Determination; Educational Theories; Outcomes of Education + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Klassenführung; Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Lehrstrategie; Korrelation; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Educational theory; Theory of education; Bildungstheorie; Lernleistung; Schulerfolg
Abstract	Structure reflects a variety of practices teachers use with the intent to guide students' behavior and increase academic success. A research synthesis was conducted on the role of classroom structure in the academic engagement, disengagement, competence beliefs, and achievement of preschool through high school students. A meta-analysis of 191 samples from 165 correlational studies revealed statistically significant correlations with achievement (0.11), engagement (0.28), and competence beliefs (0.22), and a statistically non-significant relationship with disengagement (-0.08). A meta-analysis of 71 samples from 46 structure intervention studies revealed a positive statistically significant average effect (g) on achievement (0.33), engagement (0.46), and disengagement (-0.34), but a statistically non-significant effect for competence beliefs (0.26). Consistent with a dual process model of engagement, associations were stronger for engagement than disengagement. Results related to variation suggested some universality, particularly across grade levels, and underscored the importance of emphasizing anticipatory strategies, minimizing the controlling aspects of structure, and considering the broader context, including the country context, income background of students, or whether structure is paired with other psychological supports. Methodological features also explained variation, highlighting the importance of using methods that center teachers' and students' experiences and align with the nature of the focal outcome. [This paper will be published in "Educational Psychologist."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01