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This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed. 相似文献
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Franzis Preckel Isabelle Schmidt Eva Stumpf Monika Motschenbacher Katharina Vogl Vsevolod Scherrer Wolfgang Schneider 《Child development》2019,90(4):1185-1201
Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. 相似文献
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Franzis Preckel Moshe Zeidner Thomas Goetz Esther Jane Schleyer 《Contemporary educational psychology》2008
This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept. 相似文献
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Katarzyna Gogol Martin Brunner Thomas Goetz Romain Martin Sonja Ugen Ulrich Keller Antoine Fischbach Franzis Preckel 《Contemporary educational psychology》2014
Because testing time in educational research is typically scarce, the use of long scales to assess motivational-affective constructs can be problematic. The goal of the present study was to scrutinize the psychometric properties of short scales (with three items) and single-item measures for two core motivational-affective constructs (i.e., academic anxiety and academic self-concept) by conducting systematic comparisons with corresponding long scales across school subjects and within different subject domains (i.e., mathematics, German, French). Statistical analyses were based on representative data from 3879 ninth-grade students. All short forms possessed satisfactory levels of reliability (range: .75–.89) and substantial correlations with the long scales (range: .88–.97); correlational patterns with educational student characteristics (e.g., achievement, school satisfaction, gender, academic track, and socioeconomic status) were comparable to those obtained with the corresponding long scales (all average differences in correlations below .07). The correlational patterns between all single-item measures and the external criteria were similar to those obtained with the corresponding long scales (all average differences in correlations below .08), yet the single-item measures demonstrated low to modest score reliabilities (estimated with the model-based omega coefficient; range: .22–.72) and correlations with full scales (range: .50–.88). When long scales are not applicable, short forms and perhaps even single-item measures may represent psychometrically sound alternatives for assessing academic anxiety and academic self-concept for educational research purposes. 相似文献
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Franzis Preckel Anastasiya A. Lipnevich Sandra Schneider Richard D. Roberts 《Learning and individual differences》2011,21(5):483-492
Four meta-analyses examined relationships between morningness and cognitive ability (total N = 2177), eveningness and cognitive ability (total N = 1519), morningness and academic achievement (total N = 3220), and eveningness and academic achievement (total N = 700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals' cognitive ability (r = .08), yet negatively related to indicators of academic achievement (r = −.14). Conversely, morningness had a negative relationship with cognitive ability (r = −.04) and a positive correlation with academic indicators (r = .16). Practical implications, including those pertaining to educational policy, are discussed. 相似文献
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In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty‐seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self‐report measures, school performance by academic grades, and intellectual abilities by a standardized structure of intelligence test. A regression analytic model (prediction of grade point average by general intelligence) was used to operationally define underachievement. A categorical cutoff definition as well as a continuous definition was investigated. All relationships between underachievement scores and need for cognition, achievement motivation scales, and conscientiousness showed linearity. This warranted the use of a continuous definition of underachievement. Results revealed that need for cognition as well as facilitating anxiety contributed the most to the explanation of underachievement. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 401–411, 2006. 相似文献
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This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 相似文献
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