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¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Under a restricted multi-group doubly latent model with equal compositional effects, the overall effect of class-average achievement on subsequent achievement was βcomp = -.041 (ES = -.152), non-significant, while the BFLPE was βcomp = -.336 (ES = -.693), significant. → 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 · i1 · associational · r3

Restricted multi-group doubly latent model imposing equality of compositional effects across the three countries. The pooled peer spillover effect was non-significant with ES = -.152, whereas the pooled BFLPE was βcomp = -.336 (ES = -.693) and significant; model fit was not substantially affected by the restriction.

"we found an overall negative and non-significant compositional effect of class-average achievement on subsequent mathematics achievement (βcomp = − .041, SD = .023, ES = − .152)"

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept — related
• 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 — related
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models — possibly the same claim (merge candidate)
• Positive school-average achievement effects on subsequent achievement can be phantom effects that disappear under doubly-latent modeling with covariates — related
• School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model — related