The hypothesis that class-average achievement has the larger effect has garnered the most support. Wouters, Colpin, Van Damme, De Laet, and Verschueren (2013) compared the effects of friend-average achievement and class-average achievement on global academic, math, and language self-concept. The study found that the negative effect of class-average achievement was always greater than the negative effect of friend-average achievement. In some cases, the effect of friend average achievement was not even statistically significant. These findings do not support the local dominance effect model.