Individual mathematics achievement is positively associated with students' ASC development over the school year¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2025 · 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 i? At the individual level, students' own academic achievement was positively associated with their ASC change. → 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 · r3
Individual-level estimate from the same final three-level model (model 4) in the Results section, based on self-reported mathematics grades collected before the T2 ASC measure. The article prints "b = 0.46, posterior SD = 0.09, 95% CI [0.300, 0.641]"; no standardized effect size is reported.
"the results at the individual level revealed that individual academic achievement was positively associated with students' ASCdevelopment: b = 0.46, posterior SD = 0.09, 95% CI [0.300, 0.641]"
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
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
- In German secondary-school mathematics, effects of self-concept on achievement are lagged (lag1) whereas effects of achievement on self-concept are more contemporaneous (lag0) — related
- Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
- Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering — related
- No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
individual-achievement-positive-asc-change |
title |
Individual mathematics achievement is positively associated with students' ASC development over the school year |
description |
Individual mathematics achievement is positively associated with students' ASC development over the school year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tanja-auer-2025 |
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