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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In Group A, math self-concept remained significantly increased three months (d = 0.28) and six months (d = 0.38) after the intervention. → 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 · i1 · causal · r2

Baseline change model for Group A (n = 219) with four measurement points over six months showed sustained significant math self-concept gains at follow-ups with printed effect sizes d = 0.28 at three months and d = 0.38 at six months relative to pre-intervention.

"students' math self-concept was significantly increased three months (MDiff3_1 = 0.17, p =.015, d = 0.28, 95% CI [0.09, 0.46]) and six months (MDiff4_1 = 0.27, p =.017, d = 0.38, 95% CI [0.19, 0.57]) after participation in the COMPASS intervention"

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' 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
• The COMPASS intervention significantly increases students' belief in the changeability of abilities immediately and at follow-ups in both groups — related
• Personality changes achieved through digital VPC interventions persist, remaining sustained or amplified at three-month and one-year follow-ups — related