Examining Big-Fish-Little-Pond-Effects across 49 Countries: A Multilevel Latent Variable Modelling Approach

Autor/in	Wang, Ze
Titel	Examining Big-Fish-Little-Pond-Effects across 49 Countries: A Multilevel Latent Variable Modelling Approach
Quelle	In: Educational Psychology, 35 (2015) 2, S.228-251 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.827155
Schlagwörter	Nonverbal Ability; Mathematics; Self Concept; Hierarchical Linear Modeling; Error of Measurement; Context Effect; Cross Cultural Studies; Foreign Countries; International Programs; Testing Programs; Grade 8; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematik; Selbstkonzept; Messfehler; Cultural comparison; Kulturvergleich; Ausland; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examined the big-fish-little-pond-effects (BFLPEs) in 49 countries. In this study, the effect of math ability on math self-concept was decomposed into a within- and a between-level components using implicit mean centring and the complex data structure was considered. Sampling error was thus reduced. In addition, measurement error was minimised by modelling math self-concept as a latent factor at both levels and multilevel measurement invariance was assessed in each country. The BFLPE in each country was a contextual effect modelled as the difference between the between-level and within-level effects. Results suggest that BFLPEs existed in most of those 49 countries but the phenomena were different in those countries. The findings also suggest that when perceived relative standing to classmates was added to the model, BFLPEs decreased. Compared with previous cross-national BFLPE studies, this study demonstrated larger BFLPEs in the academic subject of math in individual countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01