WEC index effects on academic outcomes are more pronounced for male students, with the well-being effect on literacy absent for females¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In gender-stratified models, effect sizes for females tended to be lower than males on the overall WEC index, and the Well-being index showed a complete loss of meaningful effects for females on NAPLAN reading, spelling, and grammar. → 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 · r2

Gender-stratified adjusted mixed models (Table 5) on the linked WEC–NAPLAN/PAT dataset showed lower female coefficients on the overall WEC index; for the Well-being index, female coefficients for NAPLAN reading, spelling, and grammar had confidence intervals crossing zero (e.g., reading 0.001, CI -.00598 to .00882).

"Effect sizes (Table 5) for females tended to be lower than males in the overall WEC index. Individual construct indexe s indicated much lower effects for females on the Well -being index, with a complete loss of meaningful effects for NAPLAN reading, spelling, and grammar outcomes."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects — related
• Gender effects on self-regulated learning are mediated by culture, discipline, and age, with mixed direction across samples — related
• Male-to-female ratios among high achievers tend to increase from fall to spring within each school year — 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
• After gamified security training, female students gave more positive confidence and format-preference ratings than male students (descriptive survey percentages, no inferential test) — 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