Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept

Autor/inn/en	Trautwein, Ulrich; Ludtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel
Titel	Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept
Quelle	In: Journal of Educational Psychology, 101 (2009) 4, S.853-866 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0016306
Schlagwörter	High School Students; Student Attitudes; Academic Achievement; Social Psychology; Self Concept; Context Effect; Class Rank + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schulleistung; Sozialpsychologie; Selbstkonzept
Abstract	Results from prior research indicate that a student's academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a "reflected glory" effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students' own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students' academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class's standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison. (Contains 3 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10