Female "Big Fish" Swimming against the Tide: The "Big-Fish-Little-Pond Effect" and Gender-Ratio in Special Gifted Classes

Autor/inn/en	Preckel, Franzis; Zeidner, Moshe; Goetz, Thomas; Schleyer, Esther Jane
Titel	Female "Big Fish" Swimming against the Tide: The "Big-Fish-Little-Pond Effect" and Gender-Ratio in Special Gifted Classes
Quelle	In: Contemporary Educational Psychology, 33 (2008) 1, S.78-96 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2006.08.001
Schlagwörter	Academically Gifted; Educational Psychology; Academic Achievement; Test Anxiety; Males; Foreign Countries; Gender Differences; Self Concept; Grades (Scholastic); Correlation; Israel + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Schulleistung; Examination phobia; Testangst; Prüfungsangst; Male; Männliches Geschlecht; Ausland; Geschlechterkonflikt; Selbstkonzept; Notenspiegel; Korrelation
Abstract	This study takes a second look at the "big-fish-little-pond effect" (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). "The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children." "Contemporary Educational Psychology," 24, 305-329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas "girls'" academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on "boys'" academic self-concept. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10