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Instructional practices, classroom management, and their relations to students' motivational, cognitive, behavioral, and achievement outcomes
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Type
Thesis
Abstract
This dissertation presents three empirical studies on two major tasks in classroom practices (instruction and classroom management) and their relations to multiple student outcomes in a large representative sample of 3196 Grade 9 students from 117 classes in Singapore.
Study 1 examined how constructivist and traditional instruction was related to students’ cognitive (surface processing strategies and deep processing strategies), motivational (self-efficacy and task values), and achievement outcomes in English classrooms. Results of hierarchical linear modeling (HLM) showed differential crosslevel relations: After controlling for students’ gender and socioeconomic status (SES), constructivist instruction was a significant positive predictor of students’ deep processing strategies, self-efficacy, task values, and English achievement, whereas traditional instruction was a significant positive predictor of students’ surface processing strategies and a negative predictor of English achievement. Interactions between student characteristics (gender and SES) and instructional practices were tested. Relations between instructional practices and student outcomes, except for self efficacy, were consistent across students with different gender and different individual SES and across classrooms with different mean SES. The interaction between constructivist instruction and traditional instruction was not significant for the five outcomes. Generally, constructivist instruction may equally benefit all the students with different gender and SES. These findings confirmed the facilitating roles of constructivist instruction in fostering student motivation and deep processing.
Study 2 examined how classroom management practices—teacher control and care—were differentially associated with students’ engagement, misbehavior, and satisfaction with school. Results of HLM showed differential relations: After controlling for students’ gender and SES, both control and care were positively related to student engagement. Moreover, teacher control was a significant negative predictor of classroom misbehavior and teacher care was a significant positive predictor of satisfaction with school. Interactions between student characteristics (gender and SES) and classroom management practices were also tested for each of the outcome variables. Relations between classroom management practices and these student outcomes, except for satisfaction with school, are consistent across students with different gender and different individual SES and across classrooms with different mean SES. The interaction between control and care was not significant for the three outcomes. The lack of interaction may suggest students with different gender and SES can benefit from both teacher care and control. These findings underscore the importance of blending teacher control and care to achieve multiple goals of classroom management.
Study 3 examined the relations of four types of classroom practices in instruction and management, including constructivist instruction, traditional instruction, teacher care, and teacher control. Results of a series of confirmatory factor analysis and hierarchical confirmatory factor analysis showed that: (a) the first-order structure (four factors) was consistent with the design of the instrument and the four factors were positive correlated with each other; and (b) both the higher-order two factor model and the higher-order one-factor model fitted the data well, but the two higher-order factors were highly correlated with each other.
Study 1 examined how constructivist and traditional instruction was related to students’ cognitive (surface processing strategies and deep processing strategies), motivational (self-efficacy and task values), and achievement outcomes in English classrooms. Results of hierarchical linear modeling (HLM) showed differential crosslevel relations: After controlling for students’ gender and socioeconomic status (SES), constructivist instruction was a significant positive predictor of students’ deep processing strategies, self-efficacy, task values, and English achievement, whereas traditional instruction was a significant positive predictor of students’ surface processing strategies and a negative predictor of English achievement. Interactions between student characteristics (gender and SES) and instructional practices were tested. Relations between instructional practices and student outcomes, except for self efficacy, were consistent across students with different gender and different individual SES and across classrooms with different mean SES. The interaction between constructivist instruction and traditional instruction was not significant for the five outcomes. Generally, constructivist instruction may equally benefit all the students with different gender and SES. These findings confirmed the facilitating roles of constructivist instruction in fostering student motivation and deep processing.
Study 2 examined how classroom management practices—teacher control and care—were differentially associated with students’ engagement, misbehavior, and satisfaction with school. Results of HLM showed differential relations: After controlling for students’ gender and SES, both control and care were positively related to student engagement. Moreover, teacher control was a significant negative predictor of classroom misbehavior and teacher care was a significant positive predictor of satisfaction with school. Interactions between student characteristics (gender and SES) and classroom management practices were also tested for each of the outcome variables. Relations between classroom management practices and these student outcomes, except for satisfaction with school, are consistent across students with different gender and different individual SES and across classrooms with different mean SES. The interaction between control and care was not significant for the three outcomes. The lack of interaction may suggest students with different gender and SES can benefit from both teacher care and control. These findings underscore the importance of blending teacher control and care to achieve multiple goals of classroom management.
Study 3 examined the relations of four types of classroom practices in instruction and management, including constructivist instruction, traditional instruction, teacher care, and teacher control. Results of a series of confirmatory factor analysis and hierarchical confirmatory factor analysis showed that: (a) the first-order structure (four factors) was consistent with the design of the instrument and the four factors were positive correlated with each other; and (b) both the higher-order two factor model and the higher-order one-factor model fitted the data well, but the two higher-order factors were highly correlated with each other.
Date Issued
2007
Call Number
LB1025.3 Nie
Date Submitted
2007