TY  - JOUR
A1  - Hoferichter, Frances
A1  - Laetsch, Alexander
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - The big-fish-little-pond effect on the four facets of academic self-concept
JF  - Frontiers in psychology
N2  - The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
KW  - big-fish-little-pond-effect
KW  - social
KW  - criterial
KW  - absolute
KW  - individual academic self-concept (SESSKO)
KW  - high-ability tracked students
Y1  - 2018
U6  - https://doi.org/10.3389/fpsyg.2018.01247
SN  - 1664-1078
VL  - 9
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Aunola, Kaisa
A1  - Nurmi, Jari-Erik
T1  - Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics
JF  - Learning and individual differences
N2  - The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-concept and performance; 4) low levels of self-concept and performance, and medium interest value. Boys and students whose teachers evaluated their abilities as high compared to others were less likely to change from profiles with high levels of interest value or self-concept to profiles with low levels of these factors.
KW  - Interest value
KW  - Self-concept
KW  - Performance
KW  - Latent profile analysis;
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.08.010
SN  - 1041-6080
SN  - 1873-3425
VL  - 67
SP  - 245
EP  - 258
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dietrich, Julia
A1  - Taskinen, Paeivi H.
T1  - Stability and change in students' motivational profiles in mathematics classrooms
BT  - The role of perceived teaching
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.
KW  - motivation in mathematics
KW  - Latent profile analysis
KW  - Expectancy-value theory
KW  - Instructional quality
KW  - Adolescence
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.12.016
SN  - 0742-051X
VL  - 79
SP  - 164
EP  - 175
PB  - Elsevier
CY  - Oxford
ER  -