Literaturnachweis - Detailanzeige
| Autor/inn/en | Trautwein, Ulrich; Lüdtke, Oliver; Nagy, Gabriel; Marsh, Herbert W. |
|---|---|
| Titel | Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. |
| Quelle | In: The journal of educational psychology, 101 (2009) 4, S. 853-866Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen; Literaturangaben S. 864-866 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Bildung; Erziehung; Sozialer Vergleich; Selbstkonzept; Schule; Sekundarbereich; Begabung; Gruppenleistung; Leistung |
| Abstract | Investigated frame-of-reference and reflected-glory effects in education. 3 studies were conducted involving students in their final year of secondary school. Study 1 included 4,810 German students enrolled in a preuniversity mathematics class (mean age 19 years), Study 2 included data from 1,502 students (mean age 19 years) taken from the German Initial Achievement and Learning Development Study (LAU), and Study 3 included 4,247 German students (mean age 19 years) and focused on perceptions regarding the school rather than the class. Findings demonstrated that placement in high-achieving learning groups is associated with low academic self-concepts. Agreement across students' perceptions of school standing was demonstrated. Academic self-concept was associated with relative position in the class and overall class standing. High-achieving students were found to be less affected by negative frame-of-reference effects when compared to low achievers. It is concluded that individual achievement is the result of multiple information sources and a complex social-comparison process. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2010/2 |
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