Frame-of-Reference Effects on Academic Self-Concept. Addressing Unresolved Issues with New Designs.

Autor/in	Fleischmann, Moritz
Titel	Frame-of-Reference Effects on Academic Self-Concept. Addressing Unresolved Issues with New Designs.
Quelle	Tübingen: Universitätsbibliothek Tübingen (2021), XII, 242 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit Dissertation, Eberhard Karls Universität Tübingen, 2020.
Sprache	englisch
Dokumenttyp	online; Monografie
DOI	10.15496/publikation-52352
URN	urn:nbn:de:bsz:21-dspace-1109761
Schlagwörter	Selbstwahrnehmung; Dissertation
Abstract	[...] The overarching aim of the present dissertation is to address unresolved issues in research on the big fish little pond effect (BFLPE) by extending the range of research designs used and consequently providing new insights. Specifically, in the present dissertation, I discuss four unresolved issues in research on the BFLPE: multiple class environments as frames of reference for academic self-concept formation, the association between grading on a curve and the BFLPE, the effects of tracking on academic self-concept, and neighborhood effects on academic self-concept. For each of these unresolved issues, I will describe design-based challenges of previous research on a conceptual level and clarify what is needed for new designs. Finally, in four empirical studies, I address the presented issues with innovative research designs. Alongside this overarching aim, this dissertation pursues two subordinate aims that were addressed with two empirical studies each. The first subordinate aim is to use extensive large-scale data (comprehensive educational monitoring data and interdisciplinary large-scale data) for an in-depth investigation of the mechanisms and interdisciplinary integration of the BFLPE. Specifically, Study 1 used Austrian educational monitoring data to investigate multiple class environments as pivotal frames of reference for academic self-concept formation in systems with course-by-course tracking. Study 2 used interdisciplinary large-scale data to explore the neighborhood as a frame of reference for academic self-concept formation. The second subordinate aim is to use natural experiments to investigate the mechanisms and implications of the BFLPE in greater detail. For this purpose, Study 3 used a school reform that abolished formal grades to investigate the association between grading on a curve and the BFLPE. Additionally, Study 4 used two school reforms in which students were detracked to test the BFLPE´s predictions concerning tracking. [...] Finally, at the end of the dissertation, all four studies´ findings are embedded in a broader research context. There is also a final assessment of how successfully the design-based challenges raised have been addressed. Additionally, strengths and limitations are presented, and implications for practice and future research are discussed. (Orig. abridged).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2022/3