The big-fish-little-pond effect on the four facets of academic self-concept.

Autor/inn/en	Hoferichter, Frances; Lätsch, Alexander; Lazarides, Rebecca; Raufelder, Diana
Titel	The big-fish-little-pond effect on the four facets of academic self-concept.
Quelle	In: Frontiers in psychology, 9 (2018) Art. 1247, 11 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2018.01247
Schlagwörter	Mehrebenenanalyse; Peer-Beziehungen; Soziale Situation; Sozialer Faktor; Sozialer Vergleich; Leistungsdruck; Selbstkonzept; Selbstwahrnehmung; Soziale Beziehung; Soziale Herkunft; Adoleszenz; Schulleistung; Soziale Situation; Soziale Herkunft; Leistung; Leistungsbeurteilung; Leistungsdruck; Leistungsmessung; Vergleichbarkeit; Schuljahr 08; Leistungsbeurteilung; Schulleistung; Schüler-Schüler-Beziehung; Leistung; Leistungsmessung; Vergleichbarkeit; Mehrebenenanalyse; Jugendlicher
Abstract	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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2