The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2024 · 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.
q2 i? Interaction effects of student year level and predictor, and census year and predictor, yielded no meaningful effects, indicating a stable WEC–achievement relationship over time and year level. → Marrone 2024
Evidence¶
Marrone 2024¶
Marrone, Lam, Barthakur, Brinkman, Dawson, & Gabriel. (2024). The Relationship between Well-being and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data from 2016–2019. Journal of Learning Analytics, 11(3). https://doi.org/10.18608/jla.2024.8357
q2 · i? · associational · r?
In the hierarchical mixed-model analysis, year-level-by-predictor and census-year-by-predictor interaction terms were modelled and no meaningful effects were attributed to either; the article reports this suggests the WEC–achievement relationship has been stable over time and over student year level.
"Interaction effects of student year level and predictor, and census year and predictor were modelled (not shown) and no meaningful effects could be attributed to either interaction."
Discussion¶
Related Claims¶
- Learning readiness is the WEC component most strongly associated with academic outcomes (0.1–0.15 SD) — related
- WEC index effects on academic outcomes are more pronounced for male students, with the well-being effect on literacy absent for females — related
- The overall WEC well-being index has a weak positive association with academic outcomes, with effect sizes no larger than 0.1 SD — related
- The emotional well-being index has the least predictive power on academic outcomes, with effect sizes in the hundredth-of-a-SD range — related
- Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade — related
- Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
wec-achievement-relationship-stable-year-census |
title |
The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects |
description |
The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — marrone-2024 |
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