| { | |
| "original_study": { | |
| "claim": { | |
| "hypothesis": "The interaction of the use of memorization and school-average ability will be negatively related to mathematics self-concept", | |
| "hypothesis_location": "Page 12 (Hypotheses and Research Questions Addressed\nby the Present Investigation) Hypothesis 6", | |
| "statement": "The study finds that the Memorization × School-Average Mathematics Ability interaction is statistically significant and negative (b = -0.089), indicating that students who use memorization more experience a stronger negative effect of high school-average ability on mathematical self-concept.", | |
| "statement_location": "Table 3 (page 21), row 'School-Average Ability × Moderator' under Memorization (value = -0.089), and text on p. 20 (Study Methods: Cognitive and Metacognitive Learning Strategies) stating it had a 'statistically significant negative association.'", | |
| "study_type": "Observational" | |
| }, | |
| "data": { | |
| "source": "Programme for International Student Assessment (PISA) 2003 dataset.", | |
| "wave_or_subset": "PISA 2003 mathematics assessment sample.", | |
| "sample_size": "265,180 students who attended 10,221 schools in 41 countries.", | |
| "unit_of_analysis": "Individual student (nested within schools and countries in a multilevel model).", | |
| "access_details": "not stated", | |
| "notes": "Analyses include students with non-missing data for mathematical self-concept, memorization strategy use, individual mathematics ability, and school-average mathematics ability." | |
| }, | |
| "method": { | |
| "description": "The authors used multilevel modeling to test whether memorization strategy use moderates the big-fish–little-pond effect (the negative association between school-average mathematics ability and mathematical self-concept).", | |
| "steps": [ | |
| "Identify students with complete data on mathematical self-concept, memorization strategy use, individual ability, and school-average mathematics ability.", | |
| "Compute school-average mathematics ability for each school based on aggregated achievement scores.", | |
| "Specify a multilevel model with students nested within schools and countries.", | |
| "Include memorization as a student-level predictor and school-average ability as a school-level predictor.", | |
| "Add the Memorization × School-Average Ability interaction term to test moderation.", | |
| "Estimate the model and interpret the interaction coefficient from Table 3." | |
| ], | |
| "models": "Multilevel linear regression (three-level hierarchical model with students nested within schools nested within countries).", | |
| "outcome_variable": "Mathematical self-concept.", | |
| "independent_variables": "Memorization strategy use, School-average mathematics ability, Memorization × School-Average Ability interaction.", | |
| "control_variables": "Individual mathematics ability; intrinsic motivation; instrumental motivation; self-efficacy; elaboration; control strategies; anxiety; competitiveness; cooperativeness; sense of belonging; teacher–student relations; gender; family SES; school-average SES; and country-level effects (three-level model structure).", | |
| "tools_software": "not stated" | |
| }, | |
| "results": { | |
| "summary": "The Memorization × School-Average Ability interaction is statistically significant and negative, indicating that memorization strengthens the negative association between attending a high-ability school and mathematical self-concept.", | |
| "numerical_results": [ | |
| { | |
| "outcome_name": "Mathematical self-concept (interaction effect of Memorization × School-Average Mathematics Ability)", | |
| "value": -0.089, | |
| "unit": "unstandardized regression coefficient", | |
| "effect_size": "-0.157", | |
| "confidence_interval": { | |
| "lower": "not stated", | |
| "upper": "not stated", | |
| "level": "not stated" | |
| }, | |
| "p_value": "p < .001", | |
| "statistical_significance": 1, | |
| "direction": "negative" | |
| } | |
| ] | |
| }, | |
| "metadata": { | |
| "original_paper_id": "10.3102/0002831209350493", | |
| "original_paper_title": "Big-Fish–Little-Pond Effect: Generalizability and Moderation—Two Sides of the Same Coin", | |
| "original_paper_code": "not stated", | |
| "original_paper_data": "not stated" | |
| } | |
| } | |
| } | |