The COMPASS intervention significantly increases students' belief in the changeability of abilities immediately and at follow-ups in both groups¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
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 i2 The temporal comparison-related belief in math increased significantly directly after the intervention in both groups (Group A d = 0.58; Group B d = 0.74) and at follow-ups. → 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 · i2 · causal · r2
Baseline change models in the math intervention (N = 336) showed "a significant increase in students' temporal comparison-related belief in math directly" after the intervention, with d = 0.58 (Group A) and d = 0.74 (Group B); three- and six-month increases were also significant.
"there was a significant increase in students' temporal comparison-related belief in math directly (Group A: MDiff2_1= 0.53, p <.001, d = 0.58, 95% CI [0.39, 0.77]; Group B: MDiff3_2 = 0.63, p <.001, d = 0.74, 95% CI [0.48, 1.01])"
Discussion¶
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' math self-concept immediately after participation in both an intervention group and a waiting-list control group — related
- Changes in math self-concept correlate positively with changes in both comparison-related beliefs after the COMPASS intervention — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
compass-increases-temporal-comparison-belief |
title |
The COMPASS intervention significantly increases students' belief in the changeability of abilities immediately and at follow-ups in both groups |
description |
The COMPASS intervention significantly increases students' belief in the changeability of abilities immediately and at follow-ups in both groups |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
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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