|
Variables
|
Final Model (step 2)
| |
|---|
|
Classroom features
|
Psychological factors
| | |
|---|
|
ß SP
|
ß EMS
|
ß TSE
|
F(3/78)
|
p
|
R22
|
R12
|
p change
|
|---|
|
Class teacher
|
|
SET
|
0.49***
|
− 0.23*
|
− 0.10
|
13.440
|
< .001
|
0.32
|
0.25
|
.012
|
|
NON
|
0.30**
|
− 0.10
|
− 0.07
|
3.455
|
.020
|
0.08
|
0.09
|
.410
|
|
AGS
|
0.22*
|
− 0.13
|
0.03
|
1.951
|
.128
|
0.03
|
0.04
|
.547
|
|
REL
|
0.23*
|
0.22
|
0.19
|
6.016
|
.001
|
0.16
|
0.06
|
.006
|
|
CLA
|
− 0.01
|
0.28*
|
0.27*
|
6.700
|
< .001
|
0.17
|
0.00
|
< .001
|
|
Subject teacher
|
|
SET
|
0.39***
|
− 0.14
|
− 0.33**
|
20.571
|
< .001
|
0.42
|
0.31
|
< .001
|
|
NON
|
0.20
|
− 0.07
|
− 0.38**
|
9.411
|
< .001
|
0.24
|
0.12
|
.001
|
|
AGS
|
0.40***
|
− 0.32**
|
0.10
|
9.892
|
< .001
|
0.25
|
0.18
|
.012
|
|
REL
|
0.01
|
0.02
|
0.43***
|
6.034
|
.001
|
0.16
|
0.02
|
.001
|
|
CLA
|
− 0.05
|
0.02
|
0.09
|
0.232
|
.874
|
0.00
|
0.00
|
.723
|
- SP = Student Perception; EMS = Emotional Stability; TSE = Teacher Self-Efficacy; R22adjusted R2 of the second step, additionally including teachers’ self-rated emotional stability and self-efficacy; R12 adjusted R2 of first step, including only student ratings of classroom features; p change informs if the inclusion of psychological variables (EMS and TSE) in the model explains significantly additional variance; *p < .05; **p < .01; ***p < .001. SET = methodological-didactic setting disruptions; NON = nonaggressive disruptions by students; AGS = aggressive disruptions by students; REL = teacher–student relationship; CLA = classroom management
