Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019

Classroom group characteristics are not only related to student outcomes, but also have an impact on classroom instruction. This study investigates an integrated model that examines the direct or indirect relationships among classroom-level adversity (CLA), instructional clarity, student academic self-concept and achievement in math lessons. Using TIMSS 2019 data from five East Asian regions and five Western countries, this study examined eighth-grade students (N = 30,115 in Western; N = 21,340 in Eastern) and their teachers in math lessons (N = 2,082 in Western; N = 1,242 in Eastern). Through multilevel analyses, we found the relationship between CLA and math self-concept was negatively mediated by instructional clarity. In the Eastern regions, CLA did not have a significant indirect effect on math achievement through instructional clarity, but in Western countries, a positive indirect effect was observed. In addition, a direct negative relationship between CLA and student outcomes in both Eastern and Western samples was detected.