Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Classroom environment related to grades (β=0.042 baseline), and the relationship was reduced to virtually zero (β=0.002) when all noncognitive factors were included, suggesting mediation. → Camille A. Farrington 2019
Evidence¶
Camille A. Farrington 2019¶
Camille A. Farrington, Shanette Porter, Joshua Klugman. (2019). Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades
q2 · i? · associational · r2
Within-student multilevel mediation analysis (Table 5) of BEL-S survey and administrative grade data from 8,318 students. The baseline classroom-environment coefficient (β=0.042) was reduced considerably when each noncognitive factor was controlled one at a time, and in Model 9 with all noncognitive factors the relationship was "virtually zero" (β=0.002).
"Classroom environments have a small, but reliable, positive within-student relationship with student grades (β=0.04), and this relationship is mediated by student noncognitive factors."
Discussion¶
Related Claims¶
- Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — related
- Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
- Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — related
- Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability — related
- Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-environment-grades-mediated-by-noncognitive-factors |
title |
Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors |
description |
Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — camille-a-farrington-2019 |
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