Girls exhibited a stronger decrease in mathematics ASC than boys over the school year, while school type did not predict ASC development¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Female students showed a significantly stronger decline in ASC than male students; school type was not a significant predictor. → Tanja Auer 2025

Evidence¶

Tanja Auer 2025¶

Tanja Auer, Marion Reindl, Burkhard Gniewosz. (2025). Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom. Learning and Instruction 95 (2025) 101997. https://doi.org/10.1016/j.learninstruc.2024.101997

q3 · i? · associational · r2

Control-variable results from the final three-level model, with male as the reference category and Gymnasium as the school-type reference. The article prints "b = 0.15, posterior SD = 0.06, 95% CI [–0.260, 0.042]"; no standardized effect size is reported.

"Regarding the control variables, girls exhibited a stronger decrease in ASC than boys: b = 0.15, posterior SD = 0.06, 95% CI [–0.260, 0.042]. School type did not predict ASC development."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it
• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Variance in ASC change is statistically significant at individual, clique, and classroom levels, with a slight average decline in ASC across the school year — related
• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — related
• Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger — related