Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design

• Published in: Contemporary educational psychology Vol. 70; p. 102085
• Main Authors: Ruzek, Erik, Aldrup, Karen, Lüdtke, Oliver
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2022
• Subjects: Achievement; Cross-classified model; ICC; Self-efficacy; Student perceptions; Teacher support; ICC; Teacher support; Cross-classified model; Achievement; Student perceptions; Self-efficacy
• ISSN: 0361-476X; 1090-2384
• DOI: 10.1016/j.cedpsych.2022.102085

•Ninth-grade German students rated two different teachers’ instruction.•Cross-classified random effects models used to control for rater effects.•Considerable stability in students’ ratings of different teachers.•Positive links between teacher support and student achievement and self-efficacy.•Inconsistent links between monitoring and student achievement and self-efficacy. This study examines associations between student-perceived instructional quality and a student’s motivation and achievement using unique data from Germany in which 9th-grade students reported on instructional quality in their English and German classes in the same academic year. Student outcomes, including self-efficacy, course grades, and standardized achievement were measured in both subjects. We utilized a cross-classified random effects model to decompose the variance in student reports of teacher support and monitoring, finding that 17% and 16%, respectively, of the variation in ratings was due to the student reporter with 26% and 27%, respectively, due to the teacher being rated. Students and teachers were further nested within classes of students who stayed together across the two subjects; however, almost no variance was attributable to class groupings. Student-reported teacher support was positively associated with achievement gains and self-efficacy at the within-student, between-student, and between-teacher levels whereas monitoring was inconsistently associated with outcomes. Standardized betas of perceived teacher support on test score gains were small (<0.10), small-to-medium on course grade gains (0.16–0.24), and medium to large on self-efficacy (0.33–0.52). Measuring the same students with different teachers allows us to disentangle dyadic student-teacher variance from student rater variance in student perceptions and outcomes and facilitates the use of powerful within-student analytical techniques to quantify the effects of educational environments on student learning and self-efficacy.