作者: Antje von Suchodoletz , Ross A. A. Larsen , Catherine Gunzenhauser , Anika Fäsche
DOI: 10.1111/BJEP.12090
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摘要: Background Educational processes and outcomes are influenced by a multitude of factors, including individual contextual characteristics. Recently, studies have demonstrated that student context characteristics may produce unique cumulative effects on educational outcomes. Aims The study aimed to investigate (1) the relative contribution student, classroom, school reading fluency orthographic spelling, (2) specific predictors spelling within sets characteristics, (3) whether differs for spelling. Sample Participants were 789 German third-grade students from 56 classrooms in 34 schools. Method Students completed an intelligence test questionnaire assessing self-control. Reading performance assessed using standardized achievement tests. Multilevel structural equation modelling was used control hierarchical structure data. Results conclusion Variances students' skills large part explained (>90%). Classroom yielded little variance. Student-level self-control significantly related fluency. For student-level self-control, class-average intelligence, and, at level, socio-economic status school's neighbourhood significant predictors. Future research needs relevant classroom factors directly indirectly relate academic outcomes.