Big Fish in Big Ponds: Contrast and Assimilation Effects on Math and Verbal Self-Concepts of Students in Within-School Gifted Tracks

Autor/inn/en	Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis
Titel	Big Fish in Big Ponds: Contrast and Assimilation Effects on Math and Verbal Self-Concepts of Students in Within-School Gifted Tracks
Quelle	In: British Journal of Educational Psychology, 86 (2016) 2, S.222-240 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12100
Schlagwörter	Verbal Ability; Self Concept; Mathematics Skills; Gifted; Secondary School Students; Grade 5; Elementary School Students; Track System (Education); Regression (Statistics); Foreign Countries; Ability Grouping; Germany + Suchen Sie Ihr Suchwort? Mündliche Leistung; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Begabter, Hoch Begabter; Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; Leistungsgruppe; Leistungsdifferenzierung; Regression; Regressionsanalyse; Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Deutschland
Abstract	Background: Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC)--the "Big-fish-little-Pond"-effect (BFLPE; Marsh & Parker, 1984, J. "Pers. Soc. Psychol.," 47, 213). Although the effect itself is well documented, many open questions remain. For instance, negative contrast effects of group average achievement and positive assimilation effects of group status are confounded in most BFLPE studies. For the verbal domain, no study has yet investigated contrast and assimilation effects simultaneously. Strong assimilation effects can be assumed for gifted ability grouping. Aims: We aimed at disentangling contrast and assimilation effects of full-time within-school gifted tracking on verbal ASC and math ASC. Sample: Students attended regular or gifted classes within the top track of German secondary schools. Our sample comprised 1,330 fifth-grade students (42 regular classes, n = 1,069, 48% female; 15 gifted classes, n = 261, 39% female). Methods: Using multilevel regression analyses, we simultaneously modelled negative contrast effects of class ability and positive assimilation effects of class type (regular vs. gifted) on ASC in math and the verbal domain. Results and conclusions: In the mathematical domain, the assimilation effect, caused by membership in gifted classes, compensated for negative contrast effects of class-average achievement on ASC even after controlling for previous ASC. In the verbal domain, we found neither a significant contrast effect nor an assimilation effect. Implications for gifted education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01