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Originalartikel/Orignal Articles

Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors

Published Online:March 03, 2011https://doi.org/10.1024/1010-0652/a000029

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 relationships, and achievement – with motivation and perceived ‘climate’ yielding very little upper-level variance. Hence, although there is usually a hierarchical structure in which psycho-educational factors are situated, there is variation in patterns of multilevel variance across the range of factors. In exploring a range of psycho-educational phenomena from a multilevel perspective, the present study offers further direction for researchers selecting and operationalizing psycho-educational phenomena in multilevel research. Implications for pedagogy, classroom climate, and separating teaching effects from teacher effects and schooling effects from school effects are also discussed.


Muster der mehrebenenanalytischen Varianz bei pädagogisch-psychologischen Phänomenen: Ein Vergleich von Motivation, Engagement, Klima, Unterricht und Leistungsmerkmalen

Zusammenfassung. Die vorliegende Studie untersucht für bedeutsame pädagogisch-psychologische Variablen im Fach Mathematik den Anteil an Varianz, der auf eine höhere Ebene (Klasse, Schule) zurückgeht. Die Daten einer Stichprobe von N = 4383 Schülerinnen und Schülern im Alter zwischen 5 und 8 Jahren aus 257 Klassen und 47 Schulen wurden analysiert. Es zeigten sich verschiedene Muster von Varianzanteilen auf den unterschiedlichen Analyseebenen. Für alle Variablen zeigte sich, dass der Großteil der Varianz auf Schülerebene (und beim Residuum) angesiedelt war. Die Faktoren Motivation, wahrgenommenes motivationales Klima, Fertigstellung von Hausaufgaben, Lehrer-Schüler-Beziehung und Leistung lassen sich hinsichtlich der Varianz, die auf eine höhere Ebene zurückgeht, in aufsteigender Reihenfolge ordnen, wobei sich für Motivation und das wahrgenommene Klima nur ein sehr geringer Anteil Varianz auf Ebene 2 ergeben hat. Obwohl pädagogisch-psychologische Daten also in der Regel hierarchisch strukturiert sind, gibt es Unterschiede in den Mustern der mehrebenenanalytischen Varianz für verschiedene Faktoren. Die vorliegende Studie unterstützt Wissenschaftlerinnen und Wissenschaftler bei der Auswahl und Operationalisierung pädagogisch-psychologischer Phänomene, indem mehrere pädagogisch-psychologische Phänomene mehrebenenanalytisch untersucht wurden. Pädagogische Implikationen, das Klassenklima, sowie die Trennung von instruktionalen Effekten und Effekten der Lehrkraft und die Trennung von Effekten der Beschulung und der Schule werden diskutiert.

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