The integrated model explains substantially less variance in science achievement at eleventh grade (17%) compared to fifth (41%) and eighth (38%) grades¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly

Subclaims¶

q3 i? The proportion of achievement variance explained by the model decreases from 41% at fifth grade to 38% at eighth grade to 17% at eleventh grade. → Mason 2012

Evidence¶

Mason 2012¶

Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2012). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science. https://doi.org/10.1007/s11251-012-9210-0

q3 · i? · associational · r2

SEM results across three grade levels showed R² for achievement of 0.41 (fifth grade, n = 213), 0.38 (eighth grade, n = 202), and 0.17 (eleventh grade, n = 281). The authors note this is a much smaller proportion at eleventh grade.

"This model explained 17 % of achievement in science variance, which is a much smaller proportion compared with the previous models (R2 = 0.17)."

Discussion¶

Related Claims¶

• Covariates explaining substantial outcome variance efficiently decrease the MDES and reduce required sample size in randomized experiments — related
• Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels — related
• Epistemic beliefs about the development of scientific knowledge directly predict domain knowledge in science across grades 5, 8, and 11 — related