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Disaggregating between and within-classroom variation in student behaviour: A multi-level factor analysis of teacher ratings of student prosociality and aggression


Murray, A; Obsuth, I; Eisner, Manuel; Ribeaud, Denis (2019). Disaggregating between and within-classroom variation in student behaviour: A multi-level factor analysis of teacher ratings of student prosociality and aggression. Journal of Early Adolescence, 39(7):993-1019.

Abstract

Teacher ratings of student behaviours vary systematically both at the student and teacher/classroom level. Multi - level confirmatory factor analysis (ML - CFA) can disaggregate between - and within - teacher/classroom variance identify an optimal psychometric model at each level and test correlates of the resulting dimensions In this stud y, 2 50 teachers (37% male) rated an average of 4.02 students (51% male ; aged 10 at time 1 and 11 at time 2 ) from a normative sample of Swiss youth Substantial and unidimensional between – teacher variation in ratings of both prosociality and aggression were identified and this was stable across time These dimensions were not associated at the between - teacher/classroom level with teacher-gender nor teacher- student relationship although they were associated with teacher relationships at the within - teacher/classroom level There was little between - teacher/classroom variation observed in student self - reports of prosocial and aggressive behavior and multi - level CFA was not possible for these ratings Future research should aim to identify sources of between - teacher/classroom variation This should include factors that influence negative and positive teacher perceptions of and response biases related to student behavior as well as student behavior itself.

Abstract

Teacher ratings of student behaviours vary systematically both at the student and teacher/classroom level. Multi - level confirmatory factor analysis (ML - CFA) can disaggregate between - and within - teacher/classroom variance identify an optimal psychometric model at each level and test correlates of the resulting dimensions In this stud y, 2 50 teachers (37% male) rated an average of 4.02 students (51% male ; aged 10 at time 1 and 11 at time 2 ) from a normative sample of Swiss youth Substantial and unidimensional between – teacher variation in ratings of both prosociality and aggression were identified and this was stable across time These dimensions were not associated at the between - teacher/classroom level with teacher-gender nor teacher- student relationship although they were associated with teacher relationships at the within - teacher/classroom level There was little between - teacher/classroom variation observed in student self - reports of prosocial and aggressive behavior and multi - level CFA was not possible for these ratings Future research should aim to identify sources of between - teacher/classroom variation This should include factors that influence negative and positive teacher perceptions of and response biases related to student behavior as well as student behavior itself.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Jacobs Center for Productive Youth Development
Dewey Decimal Classification:370 Education
Language:English
Date:1 August 2019
Deposited On:25 Jul 2019 14:31
Last Modified:25 Sep 2019 00:20
Publisher:Sage Publications Ltd.
ISSN:0272-4316
OA Status:Green
Publisher DOI:https://doi.org/10.1177/0272431618797005

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