Class mean mathematics achievement composition effects were smaller and less often statistically significant than in the original Flemish study, underscoring the value of conceptual replications¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects of class mean mathematics achievement on individual achievement were smaller and less often statistically significant compared with Lavrijsen et al. (2022). → Kopatz 2025

Evidence¶

Kopatz 2025¶

Kopatz, M., Wagner, W., Neuendorf, C., Trautwein, U., Nagengast, B., and Bardach, L. (2025). Class Composition Effects in Achievement and Interest and the Role of the Learning Environment Revisited: A Conceptual Replication and Extension of Lavrijsen et al. (2022). Preprint. https://osf.io/n5xur/?view_only=48daea427ab44c9abd13b21b1e2b42f6

q3 · i? · associational · r2

The study's abstract summarizes the multilevel analysis of three-wave longitudinal data from 3,470 German secondary school students: "effects of mathematics achievement were smaller and less often statistically significant" than in the original Flemish study. No effect size is printed in the available text.

"Compared with Lavrijsen et al., effects of mathematics achievement were smaller and less often statistically significant, underscoring the value of conceptual replications for assessing robustness across contexts."

Discussion¶

Related Claims¶

• Students with higher initial achievement in German benefited more from higher class mean achievement levels — related
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models — related
• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept — related