In the full sample, the text-condition contrasts did not significantly predict conceptual change¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a regression model with all 336 participants, none of the three contrasts significantly predicted conceptual change scores (t > 1). → Anna-Sophia Dersch · Ian Thacker · Alexander Eitel 2026

Evidence¶

Anna-Sophia Dersch · Ian Thacker · Alexander Eitel 2026¶

Anna-Sophia Dersch · Ian Thacker · Alexander Eitel (2026). Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10116-9

q3 · i? · causal · r3

Orthogonal contrast analysis on the full randomized sample of N = 336 in-service and student teachers, with conceptual change score (post-test minus pre-test) as dependent variable. The article reports "we did not find the contrasts to significantly predict conceptual change scores ( t > 1)"; no effect size was printed, so equivalence was not tested.

"In a regression model with all 336 participants, we did not find the contrasts to significantly predict conceptual change scores ( t > 1)."

Discussion¶

Related Claims¶

• Personalized refutation text significantly predicts stronger conceptual change among teachers who held both math-gender misconceptions at pre-test — a narrower finding that bears on this claim
• Refutation texts produce greater conceptual change about multimedia-learning misconceptions than standard texts in student teachers — related