Literaturnachweis - Detailanzeige
Autor/inn/en | Koivuhovi, Satu; Marsh, Herbert W.; Dicke, Theresa; Sahdra, Baljinder; Guo, Jiesi; Parker, Philip D.; Vainikainen, Mari-Pauliina |
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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
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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) |
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 |