Multilevel investigations of students’ cognitive and affective learning outcomes and their relationships with perceived classroom learning environment and teacher effectiveness

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2013
Yerdelen, Sündüs
The purpose of this study was to investigate the interrelations among 7th grade students’ Science Achievement, self-regulation in science class, perceptions of classroom learning environment, and science teachers’ beliefs and occupational well-being. This was a nationwide cross-sectional study in which 8198 seventh grade students and their 372 science teachers in Turkey participated. Several Hierarchical Linear Modelling analyses were employed to analyze the student-level and teacher-level variables. While student-level variables included Science Achievement, self-regulation in science (i.e., Self-Efficacy, Metacognitive Self-Regulation, Mastery Approach Goals, Mastery Avoidance Goals, Performance Approach Goals, and Performance Avoidance Goals), perceived classroom learning environment (i.e., Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, and Equity) and Gender, teacher-level variables included science teachers’ beliefs (i.e., Efficacy for Student Engagement, Efficacy for Classroom Management, Efficacy for Instructional Strategies, and Implicit Theories about Ability in Science), occupational well-being (i.e., Emotional Exhaustion, Personal Accomplishment, and Job Satisfaction), Experience, and Gender. It was hypothesized that teacher-level variables had influence on all continuous student-level variables; student-level variables influenced Science Achievement; self-regulation variables mediated the association between classroom learning environment and Science Achievement; and teacher-level variables interacted with student-level variables. Results indicated that perceived classroom learning environment variables were good predictors of students’ cognitive and affective outcomes. Moreover, it was found that students’ self-regulation variables mediated the association between perceived classroom learning environment and Science Achievement. Finally, at the student-level, self-efficacy beliefs in learning science and at the teacher-level science teachers’ self-efficacy for student engagement were found to be best predictors of Science Achievement.

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Citation Formats
S. Yerdelen, “Multilevel investigations of students’ cognitive and affective learning outcomes and their relationships with perceived classroom learning environment and teacher effectiveness,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.