Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change
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.
q2 i? Residual student-by-classroom interaction variance ranged from 0.19 (learning strategies) to almost 0.50 (motivation), while most variation lay between students. → Camille A. Farrington 2019
Evidence¶
Camille A. Farrington 2019¶
Camille A. Farrington, Shanette Porter, Joshua Klugman. (2019). Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades
q2 · i? · associational · r3
Variance partitioning from empty multilevel models (Table 2) of BEL-S data from 8,318 students across 25 schools. Between-student variation was largest for most variables, but the student-by-classroom interaction accounted for a substantial portion, which the authors interpret as classrooms mattering differently for different students.
"the interaction between students and classrooms (the residual variation) accounted for a substantial portion of the variation in course grades, student perceptions of their classroom environments, and self-reported noncognitive factors, ranging from 0.19 (in the case of learning strategies) to almost 0.50 (in the case of motivation)."
Discussion¶
Related Claims¶
- Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
- Over a quarter of variance in student growth lies at the school level, and 12-16% of schools significantly overperform average growth — related
- Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — related
- Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — related
- Only 50% of a school's 5Essentials score is explained by the previous year's score, indicating substantial year-to-year malleability of school climate — related
- Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs — related
- Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors — related
- Residual (non-shared) student-level perceptions of instructional quality are positively related to individual student self-efficacy and intrinsic motivation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-classroom-interaction-variance-noncognitive-factors |
title |
Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability |
description |
Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — camille-a-farrington-2019 |
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