Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.

Autor/inn/en	Fleischmann, Moritz; Hübner, Nicolas; Marsh, Herbert W.; Guo, Jiesi; Trautwein, Ulrich; Nagengast, Benjamin
Titel	Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation. Gefälligkeitsübersetzung: Welche Klasse ist wichtig? Die Gegenüberstellung verschiedener Klassenumgebungen als Referenzrahmen für die Bildung eines akademischen Selbstkonzepts.
Quelle	In: Journal of educational psychology, 114 (2022) 1, S. 127-143Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000491
Schlagwörter	Sozialer Vergleich; Schüler; Leistung; Schülerin; Sekundarbereich; Schüler; Schülerin; Lehrumgebung; Leistung
Abstract	Equally able students have lower academic self-concept in high achieving schools or classes, a phenomenon known as the big fish little pond effect (BFLPE). The class (more so than the school) has been shown to be the pivotal frame-of-reference for academic self-concept formation - a local dominance effect. However, many school systems worldwide employ forms of course-by-course tracking, thus exposing students to multiple class environments. Due to the high correlation between multiple student environments, the frame-of-reference used for academic self-concept formation in course-by-course tracked systems is unclear to date. We addressed this unresolved issue by using data from a comprehensive survey that measured the entire population of Austrian eighth-grade students in the domain of mathematics in 2012. General secondary school students were in the core subjects (i.e., mathematics, German, and English) grouped according to ability, whereas regular class composition was the same in all other subjects. Using cross-classified multilevel models, we regressed math self-concept on average math achievement of students' school, math class, and regular class. Consistent with the local dominance effect, we found the BFLPE on the school level to be weak after controlling for the class levels. We found a stronger BFLPE on the regular class level and the strongest BFLPE on the math class level. Our study demonstrates the importance of multiple class environments as frames-of-reference for academic self-concept formation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1