The Female Fish Is More Responsive: Gender Moderates the BFLPE in the Domain of Science

Autor/inn/en	Plieninger, Hansjörg; Dickhäuser, Oliver
Titel	The Female Fish Is More Responsive: Gender Moderates the BFLPE in the Domain of Science
Quelle	In: Educational Psychology, 35 (2015) 2, S.213-227 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.814197
Schlagwörter	Foreign Countries; Academic Achievement; Self Concept; Class Rank; Gender Differences; Science Achievement; Attachment Behavior; Peer Relationship; Hierarchical Linear Modeling; Hypothesis Testing; Replication (Evaluation); Effect Size; Sex Stereotypes; Sex Role; STEM Education; Disproportionate Representation; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Selbstkonzept; Geschlechterkonflikt; Attachment; Bindungsverhalten; Peer-Beziehungen; Hypothesenprüfung; Hypothesentest; Geschlechterrolle; STEM; Deutschland
Abstract	Academic self-concept is positively related to individual achievement but negatively related to class- or school-average achievement: the big-fish--little-pond effect (BFLPE). This contrast effect results from social comparison processes. The BFLPE is known to be long-lasting, universal and robust. However, there is little evidence regarding its generalisability across genders. Females, as opposed to males, feel more attached to their peers and compare themselves more often. Thus, it was hypothesised that the BFLPE is larger for females. This was investigated with a focus on science self-concept in a German sample from an extension of the Programme for International Student Assessment 2006 study (N?=?35,015) using recent advances in multilevel modelling. Replicating previous findings, females reported lower self-concepts while controlling for achievement. Additionally, the BFLPE was replicated. However, its effect size was substantially larger for females (-0.41) compared to males (-0.30). The implications of the results are discussed in light of women's persisting underrepresentation in science, technology, engineering and mathematics fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01