Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Abstract

This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.

Examining teachers' judgment of students' 21st century skills and academic and behavioral outcomes

“…We explored three‐, four‐, and five‐factor HBRS: Brief models based on previous findings from Woods‐Groves (2015) where an exploratory factor analysis, via principal axis factoring with Promax oblique rotation yielded a five‐factor model. In addition, Woods‐Groves (2015) and Woods‐Groves et al (2019) reported CFA indices supported a five‐factor HBRS: Brief model. For this current investigation results of goodness‐of‐fit measures for two‐level CFAs in the current study are reported for the three‐, four‐, and five‐factor respective models with ‐statistics: (804, N = 3108) = 9256.10, p < 0.001; (798, N = 3108) = 7714.18, p < 0.001; and (790, N = 3108) = 5884.47, p < 0.001.…”

“…Splett et al (2018) found considerable variance at the teacher level when examining the use of teachers' ratings of students' social emotional behavior. Factors such as teachers' length of acquaintance with students may influence teachers' ratings of students' cognitive and behavioral performance (Woods‐Groves & Choi, 2017; Woods‐Groves et al, 2019). One should consider the effect of teacher variables when interpreting teacher ratings (i.e., judgments; Splett et al, 2018).…”

Student-Student Interaction: Upaya Guru Dalam Meningkatkan Keterampilan Abad Ke-21 Peserta Didik

“…Para peneliti mengurutkan pentingnya keterampilan abad 21 dalam kaitannya dengan ketekunan, akademik kinerja, rasa ingin tahu, efek eksternalisasi, masalah perilaku, gejala emosional, kognisi, dan akademisi (Groves, et al 2019). Hilt et al (2019) dalam studinya menunjukkan bahwa membangun citra siswa ideal, kreatif, bertanggung jawab, kooperatif, terlibat, mengatur diri sendiri, dan memegang kendali penuh atas diri mereka sendiri, pembelajaran, dan masa depan mereka.…”