SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Relations between SES (BOOKS) and mathematics achievement are significant and substantial at both levels (Model C5 = 0.30w; 0.66b), with the aggregated BOOKS estimate lower than the reference model (0.81b). → Lena Asp 2026 q3 i? Estimates between language spoken at home (LANG) and mathematics achievement are significant at both levels (Model C5 = 0.07w; 0.30b), lower than the reference model (0.65b). → Lena Asp 2026 (2)

Evidence¶

Lena Asp 2026¶

Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y

q3 · i? · associational · r3

Comparison of Model C5 against reference models in the Swedish grade 4 TIMSS 2019 MSEM analyses. The study reports BOOKS at "0.30w; 0.66 b" in C5 versus 0.81***b in the reference model, suggesting "teaching quality could reduce some of the influence of SES"; only standardised path coefficients are printed, no effect size.

"The relations between SES (BOOKS) and mathematics achievement are significant and substantial at both levels (Model C5 = 0.30w; 0.66 b). However, the aggregated BOOKS estimate is lower than the reference model, where BOOKS had a highly significant relation to mathematics achievement (0.81***b). This result would suggest that teaching quality could reduce some of the influence of SES."

Lena Asp 2026 (2)¶

Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y

q3 · i? · associational · r3

Same Model C5 versus reference-model comparison. The study reports LANG estimates of "0.07w; 0.30 b" in C5 versus 0.65***b in the reference model, suggesting student-perceived teaching quality reduces the language-background estimate; no effect size is printed.

"Similarly, estimates between language spoken at home (LANG) and mathematics achievement are significant at both levels (Model C5 = 0.07w; 0.30 b). Comparing the final model C5 (0.30*** b) and the reference model (0.65***b)."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models — related
• At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement — related
• Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 — related
• Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels — related
• Family, schoolmate, teacher, and student characteristics are linked to SOBAS and account for most of its variance — related
• In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level — related