Type of achievement measure moderates the correlation only when laboratory measures are excluded; course-exam correlation drops to r = .04¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? With laboratory-based measures excluded, the achievement-measure moderator became significant and the course-exam correlation fell to r = .04 (nonsignificant), while standardized tests remained r = .14. → Victoria F. Sisk 2018

Evidence¶

Victoria F. Sisk 2018¶

Victoria F. Sisk, Alexander P. Burgoyne, Jingze Sun, Jennifer L. Butler, and Brooke N. Macnamara. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science. https://doi.org/10.1177/0956797617739704

q3 · i? · quant-synthesis · r3

Sensitivity analysis excluding 24 laboratory-based effect sizes from Meta-Analysis 1: the achievement-measure moderator became significant, Q(3) = 13.12, p = .004, and "removing researcher-designed course exams lowered the average correlation between mind-set and course exam performance, r = .04". Standardized-test correlations were similar with or without lab measures.

"removing researcher-designed course exams lowered the average correlation between mind-set and course exam performance, r = .04, 95% CI = [−.02, .11], p = .178 (compare with when these effect sizes were included, r = .08, 95% CI = [.01, .15], p = .027)."

Discussion¶

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