TY  - JOUR
A1  - Kramer, Jochen
A1  - Nagy, Gabriel
A1  - Trautwein, Ulrich
A1  - Luedtke, Oliver
A1  - Jonkmann, Kathrin
A1  - Maaz, Kai
A1  - Treptow, Rainer
T1  - High class students in the universities, the rest in the other institutions of higher education
JF  - Zeitschrift für Erziehungswissenschaft
N2  - In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universitaten) and-since the 1970s-universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students' academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N = 1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-Wurttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-Wurttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings.
KW  - Personality
KW  - School performance
KW  - Social background
KW  - Types of university and college
Y1  - 2011
U6  - https://doi.org/10.1007/s11618-011-0213-4
SN  - 1434-663X
VL  - 14
IS  - 3
SP  - 465
EP  - 487
PB  - Springer
CY  - Wiesbaden
ER  - 
TY  - JOUR
A1  - Jonkmann, Kathrin
A1  - Becker, Michael
A1  - Marsh, Herbert W.
A1  - Lüdtke, Oliver
A1  - Trautwein, Ulrich
T1  - Personality traits moderate the Big-Fish-Little-Pond Effect of academic self-concept
JF  - Learning and individual differences
N2  - Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N= 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.
KW  - Big-Fish-Little-Pond Effect
KW  - Academic self-concept
KW  - Moderation
KW  - Personality
Y1  - 2012
U6  - https://doi.org/10.1016/j.lindif.2012.07.020
SN  - 1041-6080
VL  - 22
IS  - 6
SP  - 736
EP  - 746
PB  - Elsevier
CY  - Amsterdam
ER  -