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Title
Context-related changes in academic self concept development. On the long-term persistence of big-fish-little-pond effects
Authors GND-ID;
SourceLearning and instruction (2016) 45, S. 31-49 ZDB
Document  (706 KB) (formally and content revised edition)
License of the document Lizenz-Logo 
Keywords (German)Deutschland; Grundschule; Gymnasium; Längsschnittuntersuchung; Leistung; Leistungsmessung; Schüler; Selbstkonzept; Übergang; Veränderung; Weiterführende Schule; Wirkung
sub-disciplineEmpirical Educational Research
Document typeArticle (journal)
ISSN0959-4752
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Academic self-concept (ASC) is subject to substantial change throughout the course of schooling. Besides individual factors, contextual characteristics play an important role in driving changes in self-perception. The abilities of classmates are especially important: Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE). Although the BFLPE has been replicated in different settings, little is known about whether it is important across consecutive contexts. Therefore, we analyze the effects of various contexts on students' ASCs. We draw on a sample of fourth graders, who transitioned from elementary school to secondary school. Using contextual information from both elementary and secondary school, our results indicate that the BFLPE exists in both elementary-school and secondary-school contexts. Yet, when students moved to secondary-school, the BFLPE from elementary school successively diminished and was no longer discernible after one year. (DIPF/Orig.)
other articles of this journalLearning and instruction Jahr: 2016
additional URLsDOI: 10.1016/j.learninstruc.2016.06.003
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Date of publication12.10.2020
CitationBecker, Michael; Neumann, Marko: Context-related changes in academic self concept development. On the long-term persistence of big-fish-little-pond effects - In: Learning and instruction (2016) 45, S. 31-49 - URN: urn:nbn:de:0111-pedocs-205256 - DOI: 10.25656/01:20525
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