Engagement peaked at the middle of the Mindsets program and declined slightly by post-test, showing a significant negative quadratic trend¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the three time points, engagement showed a significant positive linear trend (b = 1.24) and a significant negative quadratic effect (b = –1.46), peaking at interim. → Gage 2025

Evidence¶

Gage 2025¶

Gage, N. (2025). The impact of the Mindsets mathematics program on student engagement, ability to reason, and repeated reasoning. WestEd. https://eric.ed.gov/?id=ED677579

q2 · i? · design · r2

Three-time-point CLMM on the engagement dataset with ordered time (beginning, middle, end) and random intercepts for classroom and challenge. The linear trend was also significant (b = 1.24, SE = 0.17, z = 7.33, p < .001), and Figure 1 shows "the highest latent engagement at the Interim phase, followed by a moderate drop at post."

"the significant negative quadratic effect (b = –1.46, SE = 0.17, z = –8.59, p < .001) suggests that engagement peaked at Interim and declined slightly by post"

Discussion¶

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