Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3·i2medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 In Study 1, the time × group interaction on beliefs about responding to university students' heterogeneity was significant, with significant time effects in the simulation and text conditions but not the control. → Baier-Mosch 2026
q3 i2 Study 2 replicated this exploratory result for university-student heterogeneity beliefs. → Baier-Mosch 2026 (2)
Evidence¶
Baier-Mosch 2026¶
Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258
q3 · i2 · causal · r2
Study 1 exploratory ANOVA on beliefs about responding to university students' heterogeneity: "a significant interaction between time and group, F(2, 151) =3.214, p =.043, partial η2 =.041"; simple effects were significant for the simulation (partial η2 =.278) and text (partial η2 =.118) conditions, not the control.
"The results of a mixed ANOVA showed that there was a significant interaction between time and group, F(2, 151) =3.214, p =.043, partial η2 =.041."
Baier-Mosch 2026 (2)¶
Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike (2026). Effects of heterogeneity simulations on beliefs. Learning and Instruction 101, Art. 102258. https://doi.org/10.1016/j.learninstruc.2025.102258
q3 · i2 · causal · r2
Study 2 replicated the exploratory finding: "a significant interaction between time and group, F(2, 149) =3.427, p =.035, partial η2 =.044", with significant time effects in the simulation (partial η2 =.155) and text (partial η2 =.110) conditions and none in the control.
"The results of a mixed ANOVA showed that there was a significant interaction between time and group, F(2, 149) =3.427, p =.035, partial η2 =.044."
Discussion¶
Related Claims¶
- In Study 1, a heterogeneity simulation significantly increased pre-service teachers' beliefs about the importance of responding to school students' heterogeneity — related
- In the Study 2 replication, the effect of the heterogeneity simulation on school-heterogeneity beliefs narrowly missed statistical significance — related
- Reading a scientific text on heterogeneity did not increase beliefs about responding to school students' heterogeneity, indicating self-experience is the crucial element — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simulation-and-text-increase-university-heterogeneity-beliefs |
title |
Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies |
description |
Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — baier-mosch-2026, baier-mosch-2026-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.