The BFLPE is one of the most robust findings in educational psychology, with negative school-average achievement effects on ASC in 181 of 191 PISA samples¶

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? Marsh et al. (2020) reviewed four PISA data collections with 1.25 million students and found negative school-average achievement effects on ASC in all but one of 191 samples, significant in 181. → Marsh 2023

Evidence¶

Marsh 2023¶

Marsh, H. W., Pekrun, R., Dicke, T., Guo, J., Parker, P. D., & Basarkod, G. (2023). Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09726-4

q3 · i? · associational · r3

The article's literature review reports on the Marsh et al. (2020) synthesis of PISA data: "the effect of school-average achievement on ASC was negative in all but one of the 191 samples" and significant in 181. No standardized effect size is printed for the pooled BFLPE.

"Marsh et al. (2020) reviewed findings based on four Programme for International Student Assessment (PISA) data collections with 1.25 million students. The results show that the effect of school-average achievement on ASC was negative in all but one of the 191 samples representing different countries/regions and significantly so in 181 samples."

Discussion¶

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 BFLPE generalizes across countries, cultures, settings, and long-term follow-ups — possibly the same claim (merge candidate)
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — a narrower finding that bears on this claim
• The BFLPE exists in both elementary-school and secondary-school contexts — a narrower finding that bears on this claim
• In more competitive school environments, students from lower SES backgrounds report more positive self-views than their more advantaged peers, narrowing SES gaps in self-views — related