ArticlePsychological science2019
National Gross Domestic Product, Science Interest, and Science Achievement: A Direct Replication and Extension of the Tucker-Drob, Cheung, and Briley (2014) Study.
Article in Psychological science, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis.Frontiers in psychology · 2021Pooled it
- The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning.The British journal of educational psychology · 2025Article
- Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education.Behavioral sciences (Basel, Switzerland) · 2020Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
We replicated the study by Tucker-Drob, Cheung, and Briley (2014), who found that the association between science interest and science knowledge depended on economic resources at the family, school, and national levels, using data from the 2006 Programme for International Student Assessment (PISA). In more economically prosperous families, schools, and nations, student interest was more strongly correlated with actual knowledge. Here, we investigated whether these results still held despite substantial changes to educational and economic systems over roughly a decade. Using similar data from PISA 2015 ( N = 537,170), we found largely consistent results. Students from more economically advantaged homes, schools, and nations exhibited a stronger link between interests and knowledge. However, these moderation effects were substantially reduced, and the main effect of science interest increased by nearly 25%, driven almost entirely by families of low socioeconomic status and nations with low gross domestic product. The interdependence of interests and resources is robust but perhaps weakening with educational progress.
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Registered trials
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