The Big-Fish-Little-Pond Effect on Academic Self-Concept.

Autor/in	Marsh, Herbert W.
Titel	The Big-Fish-Little-Pond Effect on Academic Self-Concept.
Quelle	(1986), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Ability; Academic Achievement; Analysis of Variance; Attribution Theory; Blacks; Correlation; Foreign Countries; Grade Point Average; High Schools; Influences; Longitudinal Studies; Mathematical Models; Path Analysis; School Role; Self Concept; Self Esteem; Self Evaluation (Individuals); Socioeconomic Status; Whites; Australia + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Black person; Schwarzer; Korrelation; Ausland; High school; Oberschule; Influence; Einfluss; Einflussfaktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematical model; Mathematisches Modell; Pfadanalyse; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Socio-economic status; Sozioökonomischer Status; White; Weißer; Australien
Abstract	Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) whereby equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. The present investigation, a reanalysis of the Youth in Transition data, supported the generality of the earlier findings and demonstrated new theoretical implications of the BFLPE. First, differences in the academic self-concepts of black and white students, sometimes assumed to represent response biases, were explicable in terms of the BFLPE. SEcond, equally able students earned higher grades in lower-ability schools. This frame-of-reference effect for grades was distinct from, but contributed to, the BFLPE for academic self-concept. Third, a longitudinal analysis demonstrated that academic self-concept had a direct effect on subsequent school performance beyond the effects of academic ability and prior school performance. About one-quarter of this effect could be explained in terms of the BFLPE. Six pages of references, tabulated data, and the models showing the cause-effect relationship of various factors follow the report. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC