Learning readiness is the WEC component most strongly associated with academic outcomes (0.1–0.15 SD)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Among the three WEC constructs, the learning readiness index shows the largest effect sizes on NAPLAN and PAT outcomes, in the 0.1 to 0.15 range. → Marrone 2024

Evidence¶

Marrone 2024¶

Marrone, Lam, Barthakur, Brinkman, Dawson, & Gabriel. (2024). The Relationship between Well-being and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data from 2016–2019. Journal of Learning Analytics, 11(3). https://doi.org/10.18608/jla.2024.8357

q2 · i1 · associational · r2

In the same hierarchical mixed-model analysis of linked WEC and NAPLAN/PAT data, the learning readiness index (academic self-concept, perseverance, flow) showed the largest standardized coefficients among the three WEC indexes, "in the 0.1 to 0.15 range" (e.g., adjusted NAPLAN numeracy 0.119), all positive and statistically meaningful.

"Learning readiness has the largest effect sizes in the 0.1 to 0.15 range. All predictor and academic effect sizes estimated were positive and statistically meaningful, with no confidence interval crossing the critical value of zero."

Discussion¶

Related Claims¶

• The overall WEC well-being index has a weak positive association with academic outcomes, with effect sizes no larger than 0.1 SD — related
• The emotional well-being index has the least predictive power on academic outcomes, with effect sizes in the hundredth-of-a-SD range — related
• The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects — related