Contrast and assimilation are competing compositional processes that can operate simultaneously¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article presents contrast and assimilation as competing forces underlying compositional effects, with the observed negative BFLPE potentially a net effect of a large negative contrast effect and a smaller positive assimilation effect. → Marsh 2023

Evidence¶

Marsh 2023¶

Marsh, H. W., Pekrun, R., Dicke, T., Guo, J., Parker, P. D., & Basarkod, G. (2023). Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09726-4

q2 · i? · associational · r2

Theoretical discussion section presenting contrast and assimilation as competing processes. The article states "the negative BFLPE actually observed could be the net effect of a large negative (contrast) effect and a smaller positive (assimilation) effect".

"In this respect, the negative BFLPE actually observed could be the net effect of a large negative (contrast) effect and a smaller positive (assimilation) effect."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• The negative contrast effect of high school-average achievement outweighs a weaker positive assimilation (reflected glory) effect — possibly the same claim (merge candidate)
• The net effect of dimensional comparisons is contested: early evidence suggested a positive net effect, but later experiments found downward and upward effects cancel out — related
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — a broader claim this one bears on
• A high proportion of high-performing classmates lowers sixth-graders' situational academic self-concept, an experimental BFLPE at the extreme contrast — related
• Students who perceived the class performance level as higher reported lower situational self-concept in the IVR classroom — related
• No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change — related