Students' attitudes towards performance heterogeneity and their relation to contextual factors

Dotzel, Stefanie; Bonefeld, Meike; Karst, Karina

Students' attitudes towards performance heterogeneity and their relation to contextual factors

Dateien

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Datum

2022

Autor:innen

Dotzel, Stefanie

Bonefeld, Meike

Karst, Karina

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

European Journal of Psychology of Education. Springer. 2022, 37(1), pp. 101-121. ISSN 0256-2928. eISSN 1878-5174. Available under: doi: 10.1007/s10212-021-00544-2

Zusammenfassung

Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students’ attitudes towards performance heterogeneity with a sample of 784 5th-grade students. Based on the three-component theory of attitudes (Eagly & Chaiken, 1993), we investigated whether students’ attitudes towards performance heterogeneity are positive or negative. Furthermore, we analyzed contextual relations, focusing on whether students’ attitudes are linked to performance heterogeneity in the classroom and to a teachers’ behavior to manage performance heterogeneity. Descriptive statistics show that students’ attitudes towards performance heterogeneity are rather positive. Multi-level structural equation models reveal that contextual rather than individual characteristics relate to students’ attitudes towards performance heterogeneity. Accordingly, students in heterogeneous classes show a more positive attitude towards performance heterogeneity than students in less heterogeneous classes. In addition, a teachers’ capability of professionally managing heterogeneity is positively associated with students’ attitudes towards performance heterogeneity. Accordingly, students’ show more positive attitudes if teachers implement rules, effectively manage disruptions, orient themselves towards temporal reference norms, cultivate a positive error culture, and differentiate instruction in the classroom. We will discuss our results and consider implications for psychological aspects of education and learning.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Performance heterogeneity, Attitudes towards performance heterogeneity, Secondary school students, Contextual relationships

Zitieren

ISO 690

DOTZEL, Stefanie, Meike BONEFELD, Karina KARST, 2022. Students' attitudes towards performance heterogeneity and their relation to contextual factors. In: European Journal of Psychology of Education. Springer. 2022, 37(1), pp. 101-121. ISSN 0256-2928. eISSN 1878-5174. Available under: doi: 10.1007/s10212-021-00544-2

BibTex

@article{Dotzel2022-03Stude-57369,
  year={2022},
  doi={10.1007/s10212-021-00544-2},
  title={Students' attitudes towards performance heterogeneity and their relation to contextual factors},
  number={1},
  volume={37},
  issn={0256-2928},
  journal={European Journal of Psychology of Education},
  pages={101--121},
  author={Dotzel, Stefanie and Bonefeld, Meike and Karst, Karina}
}

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