The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries |
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| Institution: | 1. Institute for Positive Psychology and Education, Australian Catholic University, L9, 33 Berry Street, North Sydney, 2060, Australia;2. Department of Psychology, University of Essex, Colchester, United Kingdom;3. Department of Psychology, Ludwig-Maximilian University Munich, Munich, Germany;1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Jagiellonian University, Department of Philosophy, Institute of Psychology, Poland;2. University of Maryland, College Park, Department of Psychology, USA;1. Australian Catholic University, Australia;2. Leibniz Institute for Science and Mathematics Education (IPN), Centre for International Student Assessment (ZIB), Kiel, Germany;3. University of Essex, United Kingdom;4. University of Tübingen, Germany;5. The University of Sydney, Australia;6. Concordia University, Canada;1. Karlsruhe University of Education, Germany;2. Vorarlberg University of Education, Austria;3. Faculty of Economics and Social Sciences, University of Tübingen, Germany;1. Faculty of Psychology, Tianjin Normal University, China;2. School of Psychology, Central China Normal University, China;3. Department of Psychological and Brain Sciences, University of California, Santa Barbara, USA |
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| Abstract: | Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined. |
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| Keywords: | Achievement emotions Academic enjoyment Happy-fish-little-pond effect Multiple domains Cross-national generalizability CVT"} {"#name":"keyword" "$":{"id":"pc_Whic1dyLoV"} "$$":[{"#name":"text" "_":"Control Value Theory HFLPE"} {"#name":"keyword" "$":{"id":"pc_QL1UfIMqSG"} "$$":[{"#name":"text" "_":"Happy-Fish-Little-Pond Effect PIRLS"} {"#name":"keyword" "$":{"id":"pc_RnGhb4X4jq"} "$$":[{"#name":"text" "_":"Progress in International Reading Literacy Study TIMSS"} {"#name":"keyword" "$":{"id":"pc_alYAbe6B2S"} "$$":[{"#name":"text" "_":"Trends in International Mathematics and Science Study |
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