Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
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 i? Instructional clarity is significantly and substantially related to mathematics confidence at both levels (0.41w; 0.83b) in Model D1, and this holds in the final Model D5 (0.40w; 0.80b). → Lena Asp 2026
Evidence¶
Lena Asp 2026¶
Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y
q3 · i? · associational · r3
MSEM Models D1–D5 with mathematics confidence as outcome in the same Swedish grade 4 TIMSS 2019 sample. The study reports instructional clarity "significant and substantially related to mathematics confidence at both levels (0.41w; 0.83b)", stable in Model D5 (0.40w; 0.80b); only standardised path coefficients are printed, no effect size.
"The results of Model D1 show that instructional clarity is significant and substantially related to mathematics confidence at both levels (0.41w; 0.83b), as in the reference model. Classroom management is not significantly related to mathematics confidence as in the reference model (0.09w; 0.45b)."
Discussion¶
Related Claims¶
- In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level — related
- Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models — related
- SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-clarity-math-confidence-both-levels |
title |
Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels |
description |
Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lena-asp-2026 |
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