The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference

Autor/inn/en	Liem, Gregory Arief D.; Marsh, Herbert W.; Martin, Andrew J.; McInerney, Dennis M.; Yeung, Alexander S.
Titel	The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
Quelle	In: American Educational Research Journal, 50 (2013) 2, S.326-370 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212464511
Schlagwörter	Foreign Countries; Self Concept; Student Attitudes; Positive Attitudes; Grade 7; Grade 8; Grade 9; Academic Achievement; Mathematics; Academic Ability; Homogeneous Grouping; Secondary Education; National Programs; Concept Mapping; Gender Issues; Ethnicity; English (Second Language); Singapore; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Mathematik; Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarbereich; nicht übertragen; Concept Map; Geschlechterfrage; Ethnizität; English as second language; English; Second Language; Englisch als Zweitsprache; Singapur
Abstract	The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect of stream-average achievement on ESCs and MSCs was more negative than--and completely subsumed--the negative effect of school-average achievement. However, stream-average achievement was stronger than, or as strong as, the more local class-average achievement. Taken together, findings highlight the potential interplay of a local dominance effect with variability and/or salience of target comparisons in academic self-concept formations. (Contains 4 tables, 2 figures, and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10