What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

Autor/inn/en	Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen
Titel	What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept
Quelle	In: Journal of Educational Psychology, 109 (2017) 2, S.191-207 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000135
Schlagwörter	Academic Achievement; Self Concept; Classroom Environment; High Achievement; Grade 7; Foreign Countries; Secondary School Students; Hierarchical Linear Modeling; Longitudinal Studies; Mathematics Achievement; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Selbstkonzept; Klassenklima; Unterrichtsklima; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Deutschland
Abstract	Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond effect. In view of the reciprocal relationship between achievement and academic self-concept, the present study aims to scrutinize how the average achievement of a class affects students' achievement and academic self-concept, and how that, in turn, affects subsequent achievement and academic self-concept. Using a sample of 6,463 seventh-graders from 285 classes in Germany, multilevel path models showed that the class-average achievement at the beginning of the school year positively affected individual achievement in the middle and at the end of the school year, and negative effects on academic self-concept occurred only at the beginning of Grade 7, but not later in the school year. In addition, mediation analyses revealed that the effects of class-average achievement on students' achievement and academic self-concept at the end of the school year were mediated by midterm achievement, but not by midterm academic self-concept. This pattern was found for mathematics, biology, physics, and English as a foreign language. The results of our study indicate that the consequences for students of belonging to a group of high-achieving students should be analyzed with respect to both academic self-concept and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01