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Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools
Learning and Instruction ( IF 6.636 ) Pub Date : 2020-09-19 , DOI: 10.1016/j.learninstruc.2020.101399
Ioulia Televantou , Herbert W. Marsh , Theresa Dicke , Christos Nicolaides

The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes.



中文翻译:

幻影和大鱼小池塘对学业自我概念和学业成就的影响:来自英语早期小学的证据

大鱼小池塘效应(BFLPE)表明,学校平均成绩对学术自我概念(ASC)有负面影响。一些研究也证明了对学生学习成绩的负面影响。我们的研究使用1年级和4年级英语早期小学学生的纵向样本评估了平均成绩对这两种结果的构成影响。我们为6至9岁儿童的BFLPE提供了证据。此外,我们表明,BFLPE是第1年学校平均成绩对第4年学生成绩的负面构成影响的潜在机制。一旦对测量误差进行了调整,学校平均成绩对学生成绩的负面影响。自我概念以及随后的成就变得更加消极。

更新日期:2020-09-19
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