TY  - JOUR
A1  - Chmielewski, Anna K.
A1  - Dumont, Hanna
A1  - Trautwein, Ulrich
T1  - Tracking Effects Depend on Tracking Type
BT  - An International Comparison of Students’ Mathematics Self-Concept
JF  - American Educational Research Journal
N2  - The aim of the present study was to examine how different types of tracking—
between-school streaming, within-school streaming, and course-by-course
tracking—shape students’ mathematics self-concept. This was done in an
internationally comparative framework using data from the Programme for
International Student Assessment (PISA). After controlling for individual
and track mean achievement, results indicated that generally for students
in course-by-course tracking, high-track students had higher mathematics
self-concepts and low-track students had lower mathematics self-concepts.
For students in between-school and within-school streaming, the reverse pat-
tern was found. These findings suggest a solution to the ongoing debate about
the effects of tracking on students’ academic self-concept and suggest that the
reference groups to which students compare themselves differ according to the
type of tracking.
KW  - academic self-concept
KW  - international comparison
KW  - reference groups
KW  - social comparison
KW  - tracking
Y1  - 2013
UR  - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843
U6  - https://doi.org/10.3102/0002831213489843
SN  - 0002-8312
VL  - 50
IS  - 5
SP  - 926
EP  - 957
PB  - Sage
CY  - Thousand Oaks, Calif.
ER  - 
TY  - JOUR
A1  - Bosch, Jannis
A1  - Wilbert, Jürgen
T1  - Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children
JF  - Frontiers in Education
N2  - Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.
KW  - social comparison
KW  - feedback
KW  - self-evaluation
KW  - interest
KW  - contrast effect
Y1  - 2019
U6  - https://doi.org/10.3389/feduc.2019.00165
SN  - 2504-284X
VL  - 4
IS  - 165
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Bosch, Jannis
A1  - Wilbert, Jürgen
T1  - The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest
JF  - Frontiers in education
N2  - Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.
KW  - social comparison
KW  - self-evaluation
KW  - self-concept
KW  - interest
KW  - contrast effects
Y1  - 2023
U6  - https://doi.org/10.3389/feduc.2023.1033488
SN  - 2504-284X
VL  - 8
PB  - Frontiers Media
CY  - Lausanne
ER  -