2011
DOI: 10.1024/1010-0652/a000029
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Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors

Abstract: Abstract. The present study explored multilevel variance for a range of salient psycho-educational factors in mathematics. With a sample of 4,383 students (Years 5–8) in 257 classrooms and 47 schools, data indicated patterns of variance across the selection of psycho-educational factors. For all factors, the bulk of variance resided at the student (and residual) level. In ascending order of upper-level variance were motivation, perceived motivational ‘climate’, homework completion, teacher-student relationship… Show more

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Cited by 38 publications
(51 citation statements)
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“…Thus, we hypothesized that factor sets in the ecology that are proximal to the student would explain most variance in the dependent measures. Further, in line with some prior research (Kunter, Baumert, & Koller, 2007;Marsh, Martin, et al, 2008;Martin et al, 2011), we hypothesized that the bulk of variance would reside at the student (or residual) level, with relatively less at classroom and school levels. These hypotheses appeared to be supported and, to the extent that this is the case, hold potential implications for educational practice.…”
Section: Classroom Context Factors: Perceived Classroom Climatementioning
confidence: 92%
“…Thus, we hypothesized that factor sets in the ecology that are proximal to the student would explain most variance in the dependent measures. Further, in line with some prior research (Kunter, Baumert, & Koller, 2007;Marsh, Martin, et al, 2008;Martin et al, 2011), we hypothesized that the bulk of variance would reside at the student (or residual) level, with relatively less at classroom and school levels. These hypotheses appeared to be supported and, to the extent that this is the case, hold potential implications for educational practice.…”
Section: Classroom Context Factors: Perceived Classroom Climatementioning
confidence: 92%
“…Third, students' out-of-school time is focused less on academics and more on the other, noncognitive activities. Martin et al (2011) suggest that, to improve our 206 D. Reynolds et al understanding, research needs to focus more on teaching and schools as experienced by individual students to improve their understanding. Not surprisingly, there is variation in the size of school effects for different academic outcomes.…”
Section: School Effectiveness and School Improvement 205mentioning
confidence: 96%
“…The size of the school effect is affected by the outcome under study. Schools tend to have a larger effect on student achievement than on noncognitive outcomes (Martin, Bobis, Anderson, Way, & Vellar, 2011;Opdenakker & Van Damme, 2000;S. Thomas, 2001).…”
Section: School Effectiveness and School Improvement 205mentioning
confidence: 98%
“…However, the appraisal of fear appeals along with academic self-efficacy and attainment value, as antecedents and possible outcomes, are primarily student-level, selfsystem, constructs (see Martin, Bobis, Anderson, Way, & Vellar, 2011). Although it is possible that academic self-efficacy, attainment value, and fear appeals appraisals show between as well as within-class effects the focus in this study is of bidirectional relations between appraisals, academic self-efficacy, and attainment value at the student level.…”
Section: Is the Appraisal Of Fear Appeals Related To Subsequent Attaimentioning
confidence: 99%