Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Abstract

Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this "challenging pattern." Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

“…Research shows that instructions or feedback, similar to marks, influence pupil self-concept and thereby motivation to study and form part of the learning process (cf. Lazarides and Ittel 2012;Wentzel et al 2010).…”

The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics

“…Gender served as another student-level covariate, because some research has suggested that gender differences may exist in student ratings for both achievement motivation and instructional quality (Lazarides and Ittel 2012;Meece et al 2006a, b;Wigfield et al 2002).…”

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes

“…In this context, Klieme et al ( 2009 ) pointed out that a supportive climate is the strongest predictor of students' motivation and affect. Lazarides and Ittel ( 2012 ) extended the existing body of research with a study that revealed that individual students' perceptions of instructional quality were associated with their self-concept and attitudes in mathematics. Generally speaking, there is some evidence that instructional quality is related to students' educational outcomes.…”