The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018

Autor/inn/en	Basarkod, Geetanjali; Marsh, Herbert W.; Guo, Jiesi; Dicke, Theresa; Xu, Kate; Parker, Philip D.
Titel	The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018
Quelle	In: Scientific Studies of Reading, 27 (2023) 4, S. 375-392Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basarkod, Geetanjali) ORCID (Marsh, Herbert W.) ORCID (Guo, Jiesi) ORCID (Dicke, Theresa) ORCID (Xu, Kate) ORCID (Parker, Philip D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2023.2174028
Schlagwörter	Forschungsbericht; Reading Ability; Self Concept; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Context Effect; Peer Influence; Self Concept Measures; Reading Tests; Comparative Analysis; Correlation; Adolescents; Reading Achievement; Reading Comprehension; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Selbstkonzept; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Lesetest; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Leseverstehen
Abstract	Purpose: Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational outcomes, it is essential to examine the universality of the BFLPE and its underlying social-comparison process within this domain. Method: We assess the cross-national generalizability of the BFLPE for 15-year-olds' reading self-concept using Programme for International Students Assessment 2018 (533,165 students, 72 countries). To demonstrate that the BFLPE operates with a relative--rather than absolute--frame of reference for comparison, we juxtapose difficulty experienced with reading in general (self-concept perceived difficulty; relative frame of reference), with difficulty experienced with reading specifically during the PISA test (PISA test difficulty; absolute frame of reference). Results: Our findings show that the BFLPE for both the reading self-concept perceived competence and difficulty subscales was robust across countries. Further, the BFLPE was strong for self-concept subscales, but very weak for the PISA test difficulty scale. Conclusions: Our findings extend support for the generalizability of the BFLPE to reading self-concept and highlight the role of social comparison processes underlying this effect. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01