Long-term total negative effects of school-average ability on diverse educational outcomes. Direct and indirect effects of the big-fish-little-pond effect.

Autor/inn/en	Marsh, Herbert W.; O'Mara, Alison J.
Titel	Long-term total negative effects of school-average ability on diverse educational outcomes. Direct and indirect effects of the big-fish-little-pond effect.
Quelle	In: Zeitschrift für pädagogische Psychologie, 24 (2010) 1, S. 51-72Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000004
Schlagwörter	Bildungsanspruch; Sozioökonomischer Status; Kognitive Kompetenz; Selbstkonzept; Sekundarbereich; Schüler; Bildungsabschluss; Begabung; Leistung
Abstract	Tested a model predicting the effects of school-average ability (M-ABIL) on academic self-concept (ASC), school grades, and educational and occupational aspirations. Particular focus was placed on the short-term negative direct effects of M-ABIL on academic self-concept, known as the big-fish-little-pond effect (BFLPE). Analyses are based on 1,608 male American high school students measured on 5 occasions between early 10th grade and 5 years after graduation during the Youth in Transition study. The constructs measured included individual socioeconomic status (SES), school-average SES, individual academic ability, M-ABIL, school grades, academic self-concept, educational aspirations, and occupational aspirations. Using complex structural equation models, it is demonstrated that long-term total (direct plus indirect) effects are systematically much more negative than direct effects across diverse educational outcomes. It was explored how M-ABIL effects on long-term distal outcomes are mediated through effects on more proximal variables and distinguished from effects of school-average SES. The findings demonstrate how "grading on a curve" effects (in which equally able students get lower school grades in schools with a high M-ABIL), often confounded with the BFLPE in short-term studies, are qualitatively different from the BFLPE when considered longitudinally. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2010/4