Big fish in big ponds: Contrast and assimilation effects on math and verbal self‐concepts of students in within‐school gifted tracks

Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis

doi:10.1111/bjep.12100

Cited by 21 publications

(17 citation statements)

References 101 publications

(102 reference statements)

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“…Thus, our findings cannot be generalized to other achievement domains without further investigation. However, most of the published research on reference group effects on ASC has used the domain of mathematics (Chiu, ; Herrmann et al., ), which enhances the comparability of our findings with those of other studies.…”

Section: Discussionsupporting

confidence: 60%

“…Past studies investigating the BFLPE for ability grouping of gifted students have reported mixed findings (negative BFLPE: Craven et al., ; Zeidner & Schleyer, ; no negative BFLPE: Herrmann et al., ; Makel et al., ; Preckel & Brüll, ). Using the BFLPE framework (i.e., multilevel analyses), we therefore investigated contrast and assimilation effects of ability grouping in either regular classes or gifted classes at each wave of measurement of our study.…”

Section: Ability Grouping and Achievement Of Gifted Studentsmentioning

confidence: 95%

“…That is, grouping in gifted classes had no significant negative BFLPE on ASC. In a recent study, Herrmann, Schmidt, Kessels, and Preckel () investigated contrast and assimilation effects in mathematics and the verbal domain in regular and gifted classes. In mathematics, an assimilation effect of membership in gifted classes compensated for negative contrast effects of class‐average achievement on ASC even after controlling for previous ASC.…”

Section: Ability Grouping and Achievement Of Gifted Studentsmentioning

confidence: 99%

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High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept

et al. 2017

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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.

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Section: Discussionsupporting

confidence: 60%

Section: Ability Grouping and Achievement Of Gifted Studentsmentioning

confidence: 95%

Section: Ability Grouping and Achievement Of Gifted Studentsmentioning

confidence: 99%

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High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept

et al. 2017

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“…It might also apply to consequences of ability grouping. For example, ability grouping is sometimes found to negatively influence academic or intellectual self-concept (e.g., Preckel et al, 2010Preckel et al, , 2016, although this effect is often counterbalanced by an assimilation effect (i.e., awareness of belonging to a high-ability group produces a positive effect on selfconcept; e.g., Herrmann et al, 2016). More (quantitative) research on the characteristics of labeled gifted individuals is needed.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

Bergold

Wirthwein

Steinmayr

2020

Gifted Child Quarterly

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Terman’s study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman’s findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted ( n = 50) and average-ability ( n = 50) adolescents matched by means of propensity score matching. Students were compared on their school performance (standardized math and reading tests and grades), motivation (math ability self-concept, intrinsic motivation, vocational interests, and educational aspirations), parental educational expectations, students’ evaluation of school instruction (perceived quality and pressure), and subjective well-being. The gifted scored higher on math performance (rank-biserial r = .66/.81), math ability self-concept (.71), intrinsic motivation (.62), and investigative vocational interests (.65). Some smaller differences were found for realistic (.42) and social interests (–.37) and for pressure in math lessons (–.52). Results support Terman’s findings on gifted individuals’ psychological functioning and contradict negative stereotypes about the gifted.

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“…Furthermore, the influence of belonging to a certain social group (e.g., race, ethnicity, gender, or social class) on students' self-evaluations of abilities is salient (Walton and Cohen 2007;Fryberg and Townsend 2008;Herrmann et al 2015). For example, compared to majority students, minority students are more likely to shape negative stereotypes about their ability and intelligence (Cvencek et al 2015), due to a lack of positive academic models (Covarrubias and Fryberg 2015).…”

Section: Mechanisms For the Formation Of Mathematics Self-conceptmentioning

confidence: 99%

The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

et al. 2019

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This study aimed at exploring the formation mechanism of mathematics self-concept of left-behind children and the influence mechanism of mathematics self-concept on their mathematics achievement. In study 1, the formation mechanism of mathematics self-concept was examined using multilevel analyses of 874 left-behind children. The results showed that (1) the individual mathematics achievement of left-behind children had a significant positive predictive effect on mathematics self-concept, Chinese achievement had a significant negative predictive effect on mathematics self-concept, and the class-average mathematics achievement had no significant effect on mathematics self-concept; and (2) when left-behind children were the majority group, there was an assimilation effect on downward interpersonal social comparison. When left-behind children were the minority group, there was a contrast effect on upward intergroup social comparison. In study 2, the influence mechanism of mathematics self-concept of 585 left-behind children was investigated with a tracking research. The results suggested that (1) Time 1 mathematics self-concept had significant effects on Time 2 mathematics school engagement at between-group and withingroup levels; and (2) Time 2 mathematics school engagement played a partial mediating role between Time 1 mathematics self-concept and Time 2 mathematics achievement at the within-group level. These results indicate that the formation and influence mechanism of mathematics self-concept of left-behind children is influenced by contextualized characteristics.

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Big fish in big ponds: Contrast and assimilation effects on math and verbal self‐concepts of students in within‐school gifted tracks

Cited by 21 publications

References 101 publications

High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept

High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept

Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

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