The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation.

Autor/inn/en	Marsh, Herbert W.; Trautwein, Ulrich; Lüdtke, Oliver
Titel	The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation.
Quelle	In: American educational research journal, 44 (2007) 3, S. 631-669Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207306728
Schlagwörter	Empirische Untersuchung; Selbstkonzept; Schulsystem; Schulform; Schüler; Schülerleistung; Mathematikunterricht; Auslese; Wirkung; Deutschland
Abstract	According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-average achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar-but smaller-than the BFLPE based on school-average achievement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4