The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students |
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| Institution: | 1. Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg;2. Luxembourg Centre for Educational Testing, University of Luxembourg, Esch-sur-Alzette, Luxembourg;3. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;1. Laboratoire de Recherches sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes, France;2. Centre de Recherches sur la Cognition et l’Apprentissage (CeRCA), UMR 7295, CNRS, University of Poitiers, University François Rabelais of Tours, France;1. Department of Specialized Education Services, School of Education, University of North Carolina Greensboro, 1300 Spring Garden Street, Greensboro, NC, 27412, USA;2. Department of Special Education, School of Education, Ondokuz Mayis University, Samsun, Turkey;3. Carsamba District Directorate of National Education, Samsun, Turkey;1. University of Stavanger, Kitty Kiellands Hus Stavanger, 8600, Norway;2. University of New South Wales, School of Education, NSW 2052, Sydney, Australia;3. Bahçe?ehir University Y?ld?z, Ç?ra?an Cd., 34349, Be?ikta?/?stanbul, Turkey;1. Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China;2. Faculty of Education, University of Macau, Macao, China;3. School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China;4. Centre for Cognitive and Brain Sciences, University of Macau, Macao, China |
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| Abstract: | BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school. |
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| Keywords: | Social comparisons Academic self-concept Interest Elementary school students big-fish-little-pond effect |
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