Students’ attitudes towards performance heterogeneity and their relation to contextual factors

Abstract Previous studies examining attitudes towards performance heterogeneity have focused on among teachers. However, positive the school environment are also assumed to be conducive for students. The aim of this paper is examine students’ with a sample 784 5 th -grade Based three-component theory (Eagly & Chaiken, 1993), we investigated whether or negative. Furthermore, analyzed contextual relations, focusing linked in classroom and teachers’ behavior manage heterogeneity. Descriptive statistics show that rather positive. Multi-level structural equation models reveal than individual characteristics relate Accordingly, students heterogeneous classes more attitude less classes. In addition, capability professionally managing positively associated if teachers implement rules, effectively disruptions, orient themselves temporal reference norms, cultivate error culture, differentiate instruction classroom. We will discuss our results consider implications psychological aspects education learning.