The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept after Graduation

Autor/inn/en	Marsh, Herbert W.; Trautwein, Ulrich; Ludtke, Oliver; Baumert, Jurgen; Koller, Olaf
Titel	The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept after Graduation
Quelle	In: American Educational Research Journal, 44 (2007) 3, S.631-669 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207306728
Schlagwörter	Achievement Tests; Foreign Countries; Self Concept; Self Concept Measures; Academic Achievement; Grade Point Average; Class Rank; Competition; Multidimensional Scaling; Questionnaires; High School Graduates; Followup Studies; Germany + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Selbstkonzept; Schulleistung; Wettkampf; Mehrdimensionale Analysis; Fragebogen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Follow-up studies; Kontaktstudium; Deutschland
Abstract	According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-average achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar--but smaller--than the BFLPE based on school-average achievement. (Contains 2 figures and 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10