Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement

Bardach, Lisa; Yanagida, Takuya; Schober, Barbara; Lüftenegger, Marko

doi:10.1016/j.cedpsych.2019.101799

Cited by 11 publications

(8 citation statements)

References 59 publications

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“…It is therefore necessary to include further sources of data, such as teachers, in future research on cultural pluralism climate. Prior research on instruction has already shown that students and teachers can differ greatly in their perceptions (e.g., Bardach, Yanagida, Schober, & Lüftenegger, 2019 ) and it would be interesting to test whether the same pertains to cultural pluralism climate facets and to explore whether teachers’ perceptions of cultural pluralism climate may still add something to the prediction of student outcomes.…”

Section: Discussionmentioning

confidence: 99%

Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

Oczlon

Bardach

Lüftenegger

2021

New Drctns Chld & Adlscnt

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A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non‐immigrant students) and immigrant students’ self‐esteem, academic self‐concept, achievement and perceived discrimination. We furthermore tested whether academic self‐concept, self‐esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (Mage = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self‐concept and self‐esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self‐concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self‐concept (positively) and self‐esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.

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Section: Discussionmentioning

confidence: 99%

Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

Oczlon

Bardach

Lüftenegger

2021

New Drctns Chld & Adlscnt

Self Cite

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“…In the future, more data sources like school administrators and teachers can be considered to create more generalized results. As previous research reveals the difference in perception of teachers and students (Bardach et al, 2019), it can also be informative to check whether it is also true in cultural pluralism and social connectedness context.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 98%

Cultural Pluralism and Social Connectedness as Predictors of Immigrant Students’ Social Wellbeing and Achievements

Hm¹

2021

J Ethn Cult Stud

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Based on the utmost importance of respecting cultural differences to foster learning among immigrant students from diverse cultures and grounded in Social Psychology Theory, this study investigates the impact of cultural pluralism and social connectedness on immigrant students’ achievement through social wellbeing. Moreover, the contingent impact of perceived discrimination in decreasing the positive influence of students’ social wellbeing has been assessed. This study advances the body of literature regarding cultural diversity as well as the importance of cultural pluralism and social connectedness in promoting social wellbeing to enhance the achievements of immigrant students. Applying a time-lagged survey methodology, data were collected from the 323 immigrant students from the universities located at Kalimantan Island of Indonesia. Data were analyzed using SmartPLS software. The results revealed the positive impact of cultural pluralism and social connectedness on immigrant students’ social wellbeing leading to high achievements. Results also showed that the positive influence of immigrant students’ social wellbeing on their achievements decreases in the presence of perceived discrimination as a moderator.

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“…In most contexts, schooling is an inherently social activity, and students typically experience schooling in organizational clusters (Bardach et al, 2019). The common pattern of student clustering within classrooms and schools presents challenges and choices in using surveys to understand teaching and the quality of the learning environment.…”

Section: Psychological Climate Organizational Climate and Student Surveysmentioning

confidence: 99%

Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment

Schweig

Martinez

2021

Student Feedback on Teaching in Schools

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Student surveys are increasingly being used to collect information about important aspects of learning environments. Research shows that aggregate indicators from these surveys (e.g., school or classroom averages) are reliable and correlate with important climate indicators and with student outcomes. However, we know less about whether within-classroom or within-school variation in student survey responses may contain additional information about the learning environment beyond that conveyed by average indicators. This question is important in light of mounting evidence that the educational experiences of different students and student groups can vary, even within the same school or classroom, in terms of opportunities for participation, teacher expectations, or the quantity and quality of teacher–student interactions, among others. In this chapter, we offer an overview of literature from different fields examining consensus for constructing average indicators, and consider it alongside the key assumptions and consequences of measurement models and analytic methods commonly used to summarize student survey reports of instruction and learning environments. We also consider recent empirical evidence that variation in student survey responses within classrooms can reflect systematically different experiences related to features of the school or classroom, instructional practices, student background, or a combination of these, and that these differences can predict variation in important academic and social-emotional outcomes. In the final section, we discuss the implications for evaluation, policy, equity, and instructional improvement.

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Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement

Cited by 11 publications

References 59 publications

Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination

Cultural Pluralism and Social Connectedness as Predictors of Immigrant Students’ Social Wellbeing and Achievements

Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment

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