Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups

Autor/inn/en	Koivuhovi, Satu; Marsh, Herbert W.; Dicke, Theresa; Sahdra, Baljinder; Guo, Jiesi; Parker, Philip D.; Vainikainen, Mari-Pauliina
Titel	Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.198-213 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koivuhovi, Satu) ORCID (Marsh, Herbert W.) ORCID (Dicke, Theresa) ORCID (Sahdra, Baljinder) ORCID (Guo, Jiesi) ORCID (Parker, Philip D.) ORCID (Vainikainen, Mari-Pauliina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000554
Schlagwörter	Self Concept; Peer Influence; Elementary School Students; Student Attitudes; Mathematics Achievement; Context Effect; Self Evaluation (Individuals); Gender Differences; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Selbstkonzept; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ausland
Abstract	How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative when we considered these two contextual effects separately. However, the effect of peer-group-average became nonsignificant in models with both contextual effects; the negative effect of class-average achievement was relatively unaffected. Results for peer-group-average achievement contradict predictions based on local dominance theory (that the BFLPE should be more negative for peer-group-average achievement than the more local frame of reference, a contrast effect) and social comparison choice studies (that peer-group-average achievement effects should be positive, an assimilation effect). Unsurprisingly, we found BFLPEs based on class-average achievement and gender differences favoring boys in both Years 4 and 6. However, consistent with theories of the cognitive development of social comparison and gender socialization/intensification processes, we also found negative effects of class-average and gender differences favoring boys on change in MSC (MSC in Year 6 controlling for MSC in Year 4) over this critical late-childhood period. Our results support the robustness of the BFLPE based on class-average achievement and developmental processes underpinning it, but do not support the posited effects of peer-group-average achievement. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01