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Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling
Talić, Irma Scherer, Ronny Marsh, Herbert W. Greiff, Samuel Möller, Jens Niepel, Christoph
Talić, Irma
Scherer, Ronny
Marsh, Herbert W.
Greiff, Samuel
Möller, Jens
Niepel, Christoph
Abstract
Within-student dynamics in perceptions of instructional quality have been neglected, although student states constitute a major share of these perceptions. The present study examined the structure and correlates of student state perceptions of the three basic dimensions, teacher support, cognitive activation, and classroom management. We conducted a three-week experience sampling study using state measures in four subjects (observations: nmathematics = 2,681, nphysics = 1,555, nGerman = 2,026, nEnglish = 1,835) and analyzed data from 372 German secondary school students (Mage = 15.3 years), conducting two-level confirmatory factor analyses. Against more parsimonious solutions, the postulated three-factor structure was confirmed within- and between-students across subjects, entailing 51% within-student variance on average. Similar to trait-like perceptions, state perceptions were positively related to grades and academic interest. Our results support the factorial and convergent validity of state student perceptions of instructional quality, expanding upon between-person-based literature and uncovering opportunities to enhance teaching effectiveness.
Keywords
instructional quality, factorial validity, multilevel confirmatory factor analysis, intensive longitudinal data, experience sampling
Date
2022
Type
Journal article
Journal
Learning and Instruction
Book
Volume
81
Issue
Page Range
1-14
Article Number
Article 101594
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled