In Study 1, a heterogeneity simulation significantly increased pre-service teachers' beliefs about the importance of responding to school students' heterogeneity¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3·i2–i3
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 time × group interaction on beliefs about responding to school students' heterogeneity was significant in Study 1. → Baier-Mosch 2026
q3 i3 In the heterogeneity simulation condition, beliefs about responding to school students' heterogeneity increased significantly from pretest to posttest with a large effect. → Baier-Mosch 2026 (2)
Evidence¶
Baier-Mosch 2026¶
Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258
q3 · i2 · causal · r2
Study 1, a randomized 1x3 between-subjects online experiment with pre- and posttest measures (156 pre-service teachers). The mixed ANOVA on beliefs about responding to school students' heterogeneity showed a "significant interaction between time and group, F(2, 152) =4.996, p =.008, partial η2 =.062".
"The results of a mixed ANOVA showed that there was a significant interaction between time and group, F(2, 152) =4.996, p =.008, partial η2 =.062."
Baier-Mosch 2026 (2)¶
Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258
q3 · i3 · causal · r2
Study 1 simple main effects within the heterogeneity simulation condition (50 participants): "a significant effect of time for the heterogeneity simulation condition, F(1, 49) =11.107, p =.002, partial η2 =.185", a large within-condition increase from pretest to posttest.
"Simple main effects tests revealed that there was a significant effect of time for the heterogeneity simulation condition, F(1, 49) =11.107, p =.002, partial η2 =.185."
Discussion¶
Related Claims¶
- Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies — related
- In the Study 2 replication, the effect of the heterogeneity simulation on school-heterogeneity beliefs narrowly missed statistical significance — related
- Reading a scientific text on heterogeneity did not increase beliefs about responding to school students' heterogeneity, indicating self-experience is the crucial element — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
heterogeneity-simulation-increased-school-heterogeneity-beliefs-study1 |
title |
In Study 1, a heterogeneity simulation significantly increased pre-service teachers' beliefs about the importance of responding to school students' heterogeneity |
description |
In Study 1, a heterogeneity simulation significantly increased pre-service teachers' beliefs about the importance of responding to school students' heterogeneity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — baier-mosch-2026, baier-mosch-2026-2 |
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