Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All four interaction measures (three two-way and one three-way) between the student background variables were statistically insignificant in the achievement models (C5) and the confidence models (D5). → Lena Asp 2026

Evidence¶

Lena Asp 2026¶

Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y

q3 · i? · associational · r3

Null interaction tests in MSEM Models C5 and D5 of the Swedish grade 4 TIMSS 2019 data. The study reports "all four interaction measures were statistically insignificant"; no effect sizes are printed, so no magnitude is reported.

"Interaction effects between the student background variables (BOOKS, LANG, GENDER) were checked for in Model C5 with three two-way interaction variables and one three-way interaction variable. The models had an acceptable to good model fit, but all four interaction measures were statistically insignificant and will not be reported further."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates — related
• At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement — related
• Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels — related
• Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 — related