Social and temporal comparison effects are stronger in studies using grades rather than test scores as achievement indicators¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The social and temporal comparison effects were stronger in studies using grades instead of test scores as achievement indicators. → Fabian Wolff · Jens Möller 2022

Evidence¶

Fabian Wolff · Jens Möller 2022¶

Fabian Wolff · Jens Möller. (2022). An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students' Academic Self-Concepts. Educational Psychology Review (2022) 34:2569–2608. https://doi.org/10.1007/s10648-022-09686-1

q4 · i? · quant-synthesis · r?

Moderator analysis in the IPD meta-analysis, coding achievement operationalization as a dummy variable (grades vs. test scores) and testing product terms with the achievement variables. The printed result is that "the social and temporal comparison effects were stronger in studies using grades"; no coefficient is quoted in the available text.

"In particular, the social and temporal comparison effects were stronger in studies using grades instead of test scores as achievement indicators."

Discussion¶

Related Claims¶

• The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) — related
• Social comparison effects are stronger in academic track schools than in nonacademic track schools — related
• Older students show weaker social comparison effects but stronger dimensional comparison effects than younger students — related
• Course grades and GPA predict high school and college outcomes better than standardized test scores or coursework — related