The COMPASS intervention significantly increases students' math self-concept immediately after participation in both an intervention group and a waiting-list control group¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2026 · 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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q3 i3 Students' math self-concept was significantly increased directly after participation in the COMPASS intervention in both Group A (d = 1.05) and waiting-list Group B (d = 0.91). → Hörsch 2026
Evidence¶
Hörsch 2026¶
Hörsch, H., Schumacher, J., & Wolff, F. (2026). Long-Term Effects of an Intervention Targeting Dimensional and Temporal Comparisons on Students' Math and English Academic Self-Concepts: A Waiting-List Replication and Extension Study. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10137-4
q3 · i3 · causal · r2
Baseline change models on math-intervention students (Group A n = 219, Group B n = 117) from 33 academic-track classes showed "students' math self-concept was significantly increased directly after participation in the COMPASS intervention in both groups", with d = 1.05 in Group A and d = 0.91 in Group B.
"students' math self-concept was significantly increased directly after participation in the COMPASS intervention in both groups (Group A: MDiff2_1 = 0.39, p <.001, d = 1.05, 95% CI [0.86, 1.24]; Group B: MDiff3_2 = 0.37, p <.001, d = 0.91, 95% CI [0.65, 1.17])"
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
Related Claims¶
- The COMPASS intervention significantly increases students' belief in the positive interdependence of mathematical and verbal abilities immediately and at follow-ups in both groups — related
- The COMPASS intervention significantly increases students' belief in the changeability of abilities immediately and at follow-ups in both groups — related
- Math self-concept gains from the COMPASS intervention are sustained at three- and six-month follow-ups in Group A, but the three-month gain in waiting-list Group B was not statistically significant — related
- Changes in math self-concept correlate positively with changes in both comparison-related beliefs after the COMPASS intervention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
compass-increases-math-self-concept-immediately |
title |
The COMPASS intervention significantly increases students' math self-concept immediately after participation in both an intervention group and a waiting-list control group |
description |
The COMPASS intervention significantly increases students' math self-concept immediately after participation in both an intervention group and a waiting-list control group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hörsch-2026 |
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