Simulated time-on-task achievement correlations resemble empirical distributions from K-12 classroom studies without any fitting procedure¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2024 · 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.
q2 i? The overall distributions of simulated and empirical correlations showed clear resemblance, with Godwin et al. (2021) data showing slightly smaller correlations on average. → Brendan A. Schuetze 2024
Evidence¶
Brendan A. Schuetze 2024¶
Brendan A. Schuetze. (2024). A Computational Model of School Achievement. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09853-6
q2 · i? · theoretical · r3
Comparison of CoMSA simulation output to empirical benchmark from Godwin et al. (2021) meta-analytic summary of 17 K-12 studies. The simulated distribution captured "the same general trend of the empirical correlation coefficients" without any fitting procedure.
"Godwin et al. (2021) report a summary table of 17 studies examining the relationship between time-on-task and performance in K-12 classroom environments. The estimates of the individual studies ranged from − 0.23 to 0.78, with a mean of approximately r = 0.31."
Discussion¶
Related Claims¶
- RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — related
- Time-reversed analysis of simulated data suggests a decreasing rather than increasing effect of self-concept on achievement, yielding inconsistent conclusions from the same data — related
- Validation with simulated TRAIN-like data replicates the divergence: RI-CLPM positive, LCSM negative, ESDM no-direct-effects — related
- Good fit of the ESDM indicates the PALMA data could have been generated without any prospective effects between achievement and self-concept — related
- The RI-CCLPM-C indicates a positive self-concept effect on achievement even when data are generated without any direct effects between self-concept and achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comsa-time-on-task-matches-empirical |
title |
Simulated time-on-task achievement correlations resemble empirical distributions from K-12 classroom studies without any fitting procedure |
description |
Simulated time-on-task achievement correlations resemble empirical distributions from K-12 classroom studies without any fitting procedure |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — brendan-a-schuetze-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.