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Learning processes and their mediating role between teaching quality and student achievement: a systematic review

Alp Christ, Aysenur; Capon-Sieber, Vanda; Grob, Urs; Praetorius, Anna-Katharina (2022). Learning processes and their mediating role between teaching quality and student achievement: a systematic review. Studies in Educational Evaluation, 75:101209.

Abstract

This systematic literature review was conducted in order to further the understanding of how learning processes act as mediators between teaching quality and student achievement. Eighteen quantitative studies were included for analysis. In 24 of 53 mediation paths (45%) learning processes were identified and confirmed as mediators and in 29 mediation paths (55%) non-significant mediating effects were found. The complexity of the included studies’ context, methodology, conceptualization, and operationalization posed challenges for a quantitative synthesis. The findings provide some initial ideas for how to better design future research into indirect effects of teaching quality.

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Teaching quality, learning processes, achievement, mediation analysis, systematic review
Language:English
Date:December 2022
Deposited On:28 Oct 2022 07:38
Last Modified:20 Sep 2024 03:38
Publisher:Elsevier
ISSN:0191-491X
OA Status:Hybrid
Publisher DOI:https://doi.org/10.1016/j.stueduc.2022.101209
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