Conducted a cross-cultural study of the big-fish-little-pond effect (BFLPE), which posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Findings for 103,558 high school students in 26 countries support the BFLPE. (SLD)

Research emphasizing a psychological perspective of social comparison processes shows that school-average ability (SAA) is negatively associated with academic self-concepts (ASC). Sociological research indicates that SAA is negatively related to educational and occupational aspirations. The present study unites these two related research areas,…

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated the effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond…

Studied relationships among academic self-concept, academic achievement, and language of instruction (Chinese or English) for 7,802 high school students in Hong Kong. Prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement, and prior achievement had effects on subsequent self-concept as well.…

Using High School and Beyond data for 14,825 sophomores, the effect of school-average ability on academic outcomes was measured in the sophomore and senior years of high school and 2 years after graduation. Academic self-concept and educational aspirations mediated a negative relationship between school-average ability and academic outcomes. (TJH)

Evaluated and reanalyzed data from a study of internal/external (I/E) frame of reference and academic self-concept by M. Bong (1998). The reanalysis provides strong support for the original I/E model, some support for the separation of the internal and external comparison processes, and good support for a new extension to incorporate a wider range…

Self-concept measures and state certificate program achievement grades were used to determine the effects on 7th through 11th graders in Sydney (Australia) of converting two single-sex high schools to coeducational institutions. Pre- to post-transition data were collected from 1982 to 1985. Coeducational organizations benefit self-concept, while…

Data on academic self-concept, school grades, and teacher ratings of achievement were collected from 603 students for three high school subjects in each of three years. Structural equation models show reciprocal effects for prior achievement and academic self-concept for all subjects. Effects were largest for mathematics. (SLD)

Data from the national Youth in Transition Study for 1,456 high school students and recent graduates indicate that reported grade averages in grades 11 and 12 are significantly affected by academic self-concept measured the previous year. Results demonstrate the influence of academic self-concept on subsequent academic achievement. (SLD)

The internal/external frame of reference (I/E) model of self-concept formation was extended by relating Chinese, English, and mathematics achievement to Chinese, English, and mathematics self-concepts in a 5-year longitudinal study based on a large (N=9,482) representative sample of Hong Kong high school students. Tests of the I/E model are…

The Physical Self-Description Questionnaire (PSDQ) was administered to 1,514 elite athletes and nonelite high school students. Physical self-concept was higher for the elite athletes, but gender differences were smaller in this group. Results support the usefulness of the PSDQ and extend understanding of self-concept in school settings. (SLD)

Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relationships of first language (L1) proficiency to subsequent use of that language (home language maintenance), English proficiency and achievement and English self-concept were examined. Confirmatory factor analysis results showed that L1…

The Stability of Self Scale has been used to infer the stability of self-concept from responses collected on a single occasion. Using the large, nationally representative Youth in Transition data for 10th grade boys in public high schools in 1966, Stability of Self responses were related to the variability in self-esteem responses collected in 4…

Sex differences in the development of verbal and mathematics constructs were examined using data from the High School and Beyond study (N=5,000). The results suggest that stereotyped sex differences favoring boys in mathematics and girls in verbal areas are diminishing and demonstrate the content specificity of academic effects. (SLD)

Aggressive Troublemaker and Victim factors were related to three components of self concept based on the large, nationally representative National Education Longitudinal Study of 1988 database. At the 8th, 10th, and 12th grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many…