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The big-fish-little-pond effect on the four facets of academic self-concept
- 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. TheThe 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.…
Verfasserangaben: | Frances HoferichterORCiDGND, Alexander Laetsch, Rebecca LazaridesORCiDGND, Diana RaufelderORCiDGND |
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DOI: | https://doi.org/10.3389/fpsyg.2018.01247 |
ISSN: | 1664-1078 |
Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/30079044 |
Titel des übergeordneten Werks (Englisch): | Frontiers in psychology |
Verlag: | Frontiers Research Foundation |
Verlagsort: | Lausanne |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Jahr der Erstveröffentlichung: | 2018 |
Erscheinungsjahr: | 2018 |
Datum der Freischaltung: | 29.10.2021 |
Freies Schlagwort / Tag: | absolute; big-fish-little-pond-effect; criterial; high-ability tracked students; individual academic self-concept (SESSKO); social |
Band: | 9 |
Seitenanzahl: | 11 |
Fördernde Institution: | Volkswagen FoundationVolkswagen [II/84 452] |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer Review: | Referiert |
Publikationsweg: | Open Access / Gold Open-Access |
DOAJ gelistet | |
Externe Anmerkung: | Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 554 |