Reunification of East and West German school systems. Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept.

Autor/inn/en	Marsh, Herbert W.; Köller, Olaf; Baumert, Jürgen
Titel	Reunification of East and West German school systems. Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept.
Quelle	In: American educational research journal, 38 (2001) 2, S. 321-350Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312038002321
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Selbsteinschätzung; Selbstkonzept; Schulreform; Schüler; Schülerleistung; Mathematikunterricht; Deutsche Integration; Auslese; Leistung; Deutschland-Westliche Länder; Deutschland-Östliche Länder
Abstract	Longitudinal data from large cohorts of seventh grade (n=2,778) East and West German students were collected at the start of the reunification of the school systems to evaluate how this remarkable social experiment affects self-concept formation. Multilevel modeling demonstrated a negative "big-fish-little-pond effect" (BFLPR); attending classes where class-average math achievement was higher led to lower math self- concepts. West German students attended schools that were highly stratified in relation to ability before and after the reunification, whereas East German students first attended selective schools after the reunification. Consistent with theoretical predictions based on this difference, the negative BFLPE - the negative effect of class-average achievement - was more negative in West German schools at the start of the reunification. This difference, however, was smaller by the middle of the year and had disappeared by the end of the first post-reunification school year. Whereas East and West German results both support the negative BFLPE, their differences supported theoretical predictions, extended theory and demonstrated how changes in school policy influence the formation of academic self-concept. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)