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Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect across Cultures
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Salchegger, Silvia – Journal of Educational Psychology, 2016
A large body of research has demonstrated a big-fish--little-pond effect (BFLPE) by showing that equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Although the BFLPE generalizes across many countries, it varies significantly between countries. The reasons for this variation are still…
Descriptors: Academic Ability, Self Concept, Track System (Education), Selective Admission
The Negative Effect of School-Average Ability on Science Self-Concept in the UK, the UK Countries and the World: The Big-Fish-Little-Pond-Effect for PISA 2006
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Nagengast, Benjamin; Marsh, Herbert W. – Educational Psychology, 2011
Research on the relation between students' achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world…
Descriptors: Correlation, Structural Equation Models, Foreign Countries, Self Concept
The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science
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Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M. – Journal of Youth and Adolescence, 2013
Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…
Descriptors: Self Efficacy, Social Support Groups, STEM Education, Structural Equation Models
Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?
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Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente – Scandinavian Journal of Educational Research, 2011
The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…
Descriptors: Teacher Student Relationship, Peer Relationship, Academic Ability, Satisfaction