Abstract

This study with 850 students examined the interrelations of students’ own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In elementary school, both the individual and the social reference norm were positively related to self-concept on the student level. In mixed school tracks, social reference norm was positively related to self-concept, and there was an interaction effect between grades and social reference norm on the student level. In the highest school track, students’ individual reference norm and perceived teacher social reference norm were positively related to self-concept on the student level. On the classroom level, students’ perceived teacher social reference norm was negatively related to self-concept in mixed school tracks, but positively related to self-concept in the highest school track. Evidence for the big-fish-little-pond-effect was found across all school tracks. These results highlight the importance of considering different reference norms in further research and educational practice.

• Highlights

• Students’ own and perceived teacher reference norms converge.

• Students’ reference norms are positively related to self-concept.

• Perceived teacher reference norms are positively related to self-concept.

• The use of reference norms varies across school tracks.

• There is support for the BFLPE in different school tracks.

摘要

本研究对 850 名学生进行了研究，结合估计这些结构与数学领域自我概念的关系，检查了学生自己的和感知到的教师参考规范之间的相互关系。所有参考规范都呈正相关。回归模型在不同学校轨道上产生了不同的结果：在小学，个人和社会参考规范都与学生层面的自我概念正相关。在混合学校轨道中，社会参考规范与自我概念呈正相关，年级与社会参考规范在学生层面存在交互作用。在最高学校轨道中，学生的个人参考规范和感知教师社会参考规范与学生层面的自我概念呈正相关。在课堂层面，学生感知教师社会参考规范与混合学校轨道的自我概念呈负相关，但与最高学校轨道的自我概念呈正相关。在所有学校轨道上都发现了大鱼小池塘效应的证据。这些结果强调了在进一步研究和教育实践中考虑不同参考规范的重要性。

• 强调

• 学生自己的和感知的教师参考规范趋同。

• 学生的参考规范与自我概念呈正相关。

• 感知教师参考规范与自我概念呈正相关。

• 参考规范的使用因学校轨道而异。

• 在不同的学校轨道上有对 BFLPE 的支持。