School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Model M5, school-average achievement negatively predicted ASC (−0.23) and GPA (−0.23). → Marsh 2023

Evidence¶

Marsh 2023¶

Marsh, H. W., Pekrun, R., Dicke, T., Guo, J., Parker, P. D., & Basarkod, G. (2023). Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09726-4

q3 · i? · associational · r2

Doubly-latent multilevel SEM analysis of ELS:2002 data (N = 16,197 students, 751 schools) in comprehensive Model M5 controlling L1Ach, L1SES, and six demographic covariates. The article reports "The largest effects were for ASC (− 0.23) and GPA (− 0.23)"; no standardized effect-size statistic is printed, so no magnitude code is assigned.

"The largest effects were for ASC (− 0.23) and GPA (− 0.23), followed by age-26 educational expectations (− 0.16) and occupational expectations (− 0.16)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Compositional effects of school-average achievement and SES on long-term outcomes are partly mediated by ASC and particularly by GPA — related
• 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
• 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
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models — related
• School-average achievement negatively predicts parent, teacher, and student expectations and parent aspirations, with larger adverse effects for parents and especially teachers than students — related
• 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 — related
• Adding a quadratic achievement term leaves the negative contextual-mean effect essentially unchanged — related
• Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously — reports the opposite
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — a narrower finding that bears on this claim
• The school-level BFLPE on math self-concept is weak once class-level achievement is controlled — related