Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In the final model C5 with background controls, classroom management remains significantly associated with mathematics achievement (0.07**w; 0.18*b), with the classroom-level estimate reduced from Model C1. → 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
Final MSEM Model C5 added BOOKS, LANG and GENDER controls. The study reports classroom management "substantially and significantly associated with mathematics achievement", with the aggregated estimate decreasing from 0.42**b to 0.18b after controls; no effect size is printed.
"Considering the significant estimates, in model C5, classroom management is substantially and significantly associated with mathematics achievement. The aggregated classroom management (0.18b) decreased from model C1 (0.42**b)."
Discussion¶
Related Claims¶
- 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
- 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
- In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level — related
- Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-management-math-achievement-both-levels |
title |
Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 |
description |
Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lena-asp-2026 |
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