Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In an exploratory mediation analysis, the effect of class-average achievement on subsequent mathematics achievement through mathematics self-concept was small, negative, and statistically significant in all three countries. → Televantou 2023

Evidence¶

Televantou 2023¶

Televantou, I., Marsh, H. W., Xu, K. M., Guo, J., & Dicke, T. (2023). Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09816-3

q3 · i? · associational · r3

Exploratory supplementary path analysis with SIMS80 data modeling mathematics self-concept as mediator. The restricted multi-group estimate was βmed = -.052 (SD = .005, p < .001), suggesting "at least part of the effect of class-average achievement is mediated via mathematics self-concept."

"We found a small, statistically significant negative mediation effect for all three countries (Table 4). When equality restrictions of compositional and mediation effects were imposed for the three countries, the mediation effect was estimated as negative and statistically significant (βmed = − .052, SD = .005, p < .001)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — related
• The Big-Fish-Little-Pond effect on mathematics self-concept is negative and statistically significant in all three countries under a fully specified doubly latent model — related
• When compositional effects are constrained equal across countries, the overall peer spillover effect is negative and non-significant while the BFLPE remains negative and significant — related
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models — related
• School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model — related
• Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously — reports the opposite
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — related
• Equally able students report lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms (the Big-Fish-Little-Pond Effect) — related
• Students with higher initial achievement in German benefited more from higher class mean achievement levels — related
• Class mean mathematics achievement composition effects were smaller and less often statistically significant than in the original Flemish study, underscoring the value of conceptual replications — related