Students' reports of off-task behavior and teachers' instructional support.
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| Title: | Students' reports of off-task behavior and teachers' instructional support. |
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| Authors: | Lerang, Maren Stahl, Ertesvåg, Sigrun K., Havik, Trude |
| Source: | Scandinavian Journal of Educational Research. Apr2024, Vol. 68 Issue 3, p504-519. 16p. |
| Subjects: | Academic achievement, Classrooms, Structural equation modeling, Academic support programs, School facilities |
| Abstract: | This study examined the association between observers and students' reports of instructional support at the classroom-level, and whether students' off-task behavior predicted their perception of instructional support over time. The sample consisted of 1306 students and 79 teachers. Multilevel Structural Equation Modeling was applied to the analysis. The results showed a positive association between observed and student-reported instructional support at classroom-level, and the students' perceptions of their teachers' instructional support remained stable across the school year at the classroom- and student-levels. Students' off-task behavior was negatively related to perceptions of teachers' instructional support, and students high on off-task behavior in the fall reported decrease in (perceived) instructional support across the school year. This paper discusses the practical implications of this study and lists out directions for future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the association between observers and students' reports of instructional support at the classroom-level, and whether students' off-task behavior predicted their perception of instructional support over time. The sample consisted of 1306 students and 79 teachers. Multilevel Structural Equation Modeling was applied to the analysis. The results showed a positive association between observed and student-reported instructional support at classroom-level, and the students' perceptions of their teachers' instructional support remained stable across the school year at the classroom- and student-levels. Students' off-task behavior was negatively related to perceptions of teachers' instructional support, and students high on off-task behavior in the fall reported decrease in (perceived) instructional support across the school year. This paper discusses the practical implications of this study and lists out directions for future research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2023.2174178 |
