The big-fish-little-pond effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses.

Autor/inn/en	Marsh, Herbert W.; Abduljabbar, Adel Salah; Parker, Philip D.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Nagengast, Benjamin
Titel	The big-fish-little-pond effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses. Gefälligkeitsübersetzung: Der Effekt des großen Fischs im kleinen Teich in der Mathematik: Ein kulturübergreifender Vergleich der TIMSS-Ergebnisse aus den USA und Saudi-Arabien.
Quelle	In: Journal of cross-cultural psychology, 45 (2014) 5, S. 777-804 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0221; 1552-5422
DOI	10.1177/0022022113519858
Schlagwörter	Bildungsanspruch; Selbstkonzept; Geschlechtsspezifischer Unterschied; Koedukation; Interkulturelle Differenz; Monoedukation; Lernumgebung; Mathematik; Leistung
Abstract	Studied the cross-cultural generalizability of the Big Fish-Little Pond Effect (BFLPE) in American and Saudi Arabian math students. Data from 4,243 Saudi Arabian (52% male) and 7,377 American (49% male) 8th-graders who participated in the 2007 Trends in International Mathematics and Science Study (TIMSS) were evaluated for psychometric properties (measurement invariance, method effects, and gender differences) of math self-concept, positive affect, coursework aspirations, and achievement. Analyses showed country level differences strongly favored the United States for achievement test scores, but favored Saudi Arabia for self-concept and aspirations. Latent mean gender differences, of particular interest because of Saudi Arabia's single-sex school system, interacted with country for all constructs. The largest interaction was for achievement test scores; there were no significant gender differences for U.S. students (in coed schools), but in single-sex Saudi schools, Saudi females performed substantially better than Saudi males. Consistent with previous research, all three outcomes (self-concept, affect, and aspiration) in each of the four groups (two gender x two country) were positively influenced by individual student achievement, but negatively influenced by class average achievement (the BFLPE). BFLPEs were similar in size for male and female students in coeducational American and in single-sex Saudi classrooms. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3