Variance in ASC change is statistically significant at individual, clique, and classroom levels, with a slight average decline in ASC across the school year¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The three-level base model showed statistically significant variances in ASC change at all three levels, and the mean change indicated a decline in ASC between the middle and end of the school year. → Tanja Auer 2025
Evidence¶
Tanja Auer 2025¶
Tanja Auer, Marion Reindl, Burkhard Gniewosz. (2025). Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom. Learning and Instruction 95 (2025) 101997. https://doi.org/10.1016/j.learninstruc.2024.101997
q3 · i? · associational · r2
Descriptive three-level base model (Table 1, n = 740) estimating variances and means of ASC intercept and change. The article prints DIC = 11 979.28 and pD = 365.47; Table 1 shows the mean change estimate of 0.01 with an interval including zero, so the decline is descriptive.
"The three-level base model (DIC = 11 979.28, pD = 365.47) showed statistically significant variances in the change of ASC at all three levels (see Table 1), allowing for the subsequent prediction of the change in ASC. The negative mean change in ASC indicates a decline in ASC between the middle and the end of the school year."
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
Related Claims¶
- No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change — related
- Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously — related
- Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — related
- Individual mathematics achievement is positively associated with students' ASC development over the school year — related
- Girls exhibited a stronger decrease in mathematics ASC than boys over the school year, while school type did not predict ASC development — related
- Sixth-graders' mathematics self-concept and individual interest both decline over one school year — related
- Clique members are more similar in academic achievement than classroom members (ICC 0.33 vs. 0.17), offering preliminary support for the similarity criterion — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
asc-change-variance-all-three-levels |
title |
Variance in ASC change is statistically significant at individual, clique, and classroom levels, with a slight average decline in ASC across the school year |
description |
Variance in ASC change is statistically significant at individual, clique, and classroom levels, with a slight average decline in ASC across the school year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tanja-auer-2025 |
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