Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In a doubly latent multilevel model, the positive class-level compositional effect of average mathematics achievement on subsequent achievement was eliminated and became non-statistically significant for the USA and New Zealand. → Televantou 2023

Evidence¶

Televantou 2023¶

Televantou, I., Marsh, H. W., Xu, K. M., Guo, J., & Dicke, T. (2023). Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09816-3

q3 · i? · associational · r3

Re-analysis of SIMS80 longitudinal data (13,656 students in the USA, Canada, New Zealand) applying a multilevel latent variable framework. The doubly latent model estimates for the compositional effect were .040 (USA), .119 (Canada), and -.035 (New Zealand), none reaching significance for USA and New Zealand, so the "positive class-level compositional effect" was "eliminated."

"the positive class-level compositional effect of average mathematics achievement detected in study 1 was eliminated. It became non-statistically significant for the two countries involved (USA, New Zealand)."

Discussion¶

Related Claims¶

• The Big-Fish-Little-Pond effect on mathematics self-concept is negative and statistically significant in all three countries under a fully specified doubly latent model — related
• Measurement error bias inflates peer spillover effects while attenuating the BFLPE; controls strengthen the BFLPE and weaken the spillover effect — a broader claim this one bears on
• When compositional effects are constrained equal across countries, the overall peer spillover effect is negative and non-significant while the BFLPE remains negative and significant — possibly the same claim (merge candidate)
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept — related
• Contextual-mean effects show little moderation by individual achievement; apparent positive moderation is illusory when the quadratic term is omitted — related
• Adding a quadratic achievement term leaves the negative contextual-mean effect essentially unchanged — related
• Positive school-average achievement effects on subsequent achievement can be phantom effects that disappear under doubly-latent modeling with covariates — possibly the same claim (merge candidate)
• School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model — related
• Doubly latent multilevel structural equation models disaggregate disciplinary-problem effects at student versus classroom level — related
• 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 — related