Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The classroom-level BFLPE was not statistically significant, and average classroom academic achievement did not predict ASC development. → 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

Same three-level longitudinal model as the clique finding; this entry reports the classroom-level BFLPE estimate from the Results section. The printed confidence interval [ 1.615, 0.356] includes zero, so no effect size is claimed; equivalence was not tested.

"At the classroom level, the BFLPE was not statistically significant: b = 0.68, posterior SD = 0.48, 95% CI [ 1.615, 0.356]. Average classroom academic achievement did not predict ASC development."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Variance in ASC change is statistically significant at individual, clique, and classroom levels, with a slight average decline in ASC across the school year — related
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — reports the opposite
• Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously — reports the opposite
• School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model — reports the opposite
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — reports the opposite
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — reports the opposite
• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept — reports the opposite
• No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change — possibly the same claim (merge candidate)
• Equally able students report lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms (the Big-Fish-Little-Pond Effect) — related
• Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement — related