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  - Hoferichter, Frances
A1  - Kulakow, Stefan
A1  - Hufenbach, Miriam Catrin
T1  - Support from parents, peers, and teachers is differently associated with middle school students’ well-being
JF  - Frontiers in psychology
N2  - Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
KW  - social support
KW  - teachers
KW  - peers
KW  - parents
KW  - middle school students
KW  - well-being
Y1  - 2021
U6  - https://doi.org/10.3389/fpsyg.2021.758226
SN  - 1664-1078
VL  - 12
PB  - Frontiers Media
CY  - Lausanne
ER  -