Teacher variables relate to academic achievement, with teachers' judgments of students' academic achievement (ES = 1.622) and intelligence (ES = 1.540) showing very large effects and teacher-child conflicts a small negative effect (ES = -.408)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Teachers' judgments of students' academic achievement (ES = 1.622) and teachers' judgments of students' intelligence (ES = 1.540) have very large effects on academic achievement. → Koçak 2021 q3 i1 Conflicts in the teacher-child relationship (ES = -.408), child dependency (ES = -.387) and negative teacher-student relationship (ES = -.366) have at least small negative effects on academic achievement. → Koçak 2021 (2)

Evidence¶

Koçak 2021¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i3 · quant-synthesis · r2

Systematic review of meta-analyses: 16 teacher variables and 17 effect sizes from 10 meta-analyses (Table 6). The review reports that "Teachers’ judgments of students’ academic achievement (ES= 1.622) and students’ intelligence (ES= 1.540) were found to have very large effects."

"Teachers’ judgments of students’ academic achievement (ES= 1.622) and students’ intelligence (ES= 1.540) were found to have very large effects on academic achieve ment."

Koçak 2021 (2)¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i1 · quant-synthesis · r2

Systematic review of meta-analyses, negative-effects paragraph of the teacher findings (Table 6). The review reports that "conflicts in a teacher-child relationship (ES= -.408), child dependency in teacher-child relationship (ES= -.387) and negative teacher -student relationship (ES= -.366) had at least small effects."

"variables such as conflicts in a teacher-child relationship (ES= -.408), child dependency in teacher-child relationship (ES= -.387) and negative teacher -student relationship (ES= -.366) had at least small effects."

Discussion¶

Related Claims¶

• Across 169 meta-analyses, 254 variables with 427 effect sizes influence academic achievement; most variables have small or very small effects and none has a large, very large or huge negative effect — a broader claim this one bears on
• SES and individual-characteristic variables relate to academic achievement, with grade retention (ES = 1.616) and college admissions test (ES = 1.416) showing very large effects and procrastination a small negative effect (ES = -.357) — related
• Psychological variables show a wide range of effects on academic achievement, with self-efficacy showing a huge positive effect (ES = 1.173) and negative low-arousal emotions showing a medium negative effect (ES = -.799) — related