Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects
King Saud University · Western Sydney University · +5 more institutions
Abstract
Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To illustrate these issues, we consider the effects of two L2 classroom climate variables and one L2 classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes. Through this example, we illustrate how to apply evolving doubly latent…
Citation impact
- FWCI
- 110.55
- Percentile
- 100%
- References
- 77
Authors
7- HWHerbert W. MarshCorresponding
King Saud University, Western Sydney University, University of Oxford
- OLOliver Lüdtke
Humboldt State University, University of Tübingen
- BNBenjamin Nagengast
University of Tübingen
- UTUlrich Trautwein
University of Tübingen
- AJAlexandre J. S. Morin
Université de Sherbrooke, Western Sydney University
Topics & keywords
- Multilevel model
- Psychology
- Construct (python library)
- Context (archaeology)
- Classroom climate
- Context effect
- Control (management)
- Mathematics education
- Climate action