Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

Parker, Philip D.; Marsh, Herbert W.; Lüdtke, Oliver; Trautwein, Ulrich

doi:10.1016/j.learninstruc.2012.07.001

Cited by 50 publications

(65 citation statements)

References 42 publications

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“…As different academic subjects are often highly interrelated, self-concepts across academic domains should be positively related (Möller et al, 2009). However, because internal comparisons are ipsative, an increase in self-concept in one domain should trigger a decrease in self-concept in another domain, which would entail a negative correlation between selfconcepts across domains (Parker et al, 2013). When combined, both processes then result in the observed close to zero correlations between self-concepts in different domains (Marsh, 1986).…”

Section: The Internal/external Frame Of Reference Model (I/e Model)mentioning

confidence: 99%

“…To date, only few studies explicitly combined the I/E and the BFLP models (e.g., Chiu, 2012;Marsh, 1990bMarsh, , 1994Parker et al, 2013). In his early studies, Marsh (1990bMarsh ( , 1994 included the effect of school-average achievement (i.e., the effects of external comparisons) into the I/E Model and found support for the predictions of both models -the I/E and the BFLP model.…”

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

“…However, these early studies examined these relations only at the student level. To test the central predictions of the BFLP Model, multilevel models that enable researchers to simultaneously test relationships at different levels of the data are needed (Parker et al, 2013). For example, when testing the BFLP effect, researchers are interested in how class-or school-average achievement relates to individual students' ASC after having controlled for the relation of individual student achievement on individual students' ASC.…”

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

“…More recently, two studies empirically juxtaposed the I/E with the BFLP Model using more advanced statistical approaches (Chiu, 2012;Parker et al, 2013). Using the TIMSS 2003 database, Chiu (2012) investigated the cross-national generalizability of the unifying model in the math and science domain in a large sample of Grade 8 students.…”

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

“…Although empirical research has unequivocally proven the relevance of both external and internal comparisons for academic self-concept formation, very few studies have empirically considered their combined impact (see Chiu, 2012 andParker, Marsh, Lüdtke, &Trautwein, 2013 for two recent exceptions). Moreover, none of these studies investigated elementary school students.…”

Section: Introductionmentioning

confidence: 99%

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The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons

Pinxten

Wouters

Preckel

et al. 2015

Contemporary Educational Psychology

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Highlights  We examine academic self-concept (ASC) formation in the verbal and math domain  We focus on internal and external comparison effects in one unifying model  Individual achievement (ACH) is positively related to ASC within a domain  Individual ACH is negatively related to ASC across domains  Class-average ACH shows negative within-domain and positive cross-domain effects Abstract Given its eminent role in student learning and development, it is important to understand how academic self-concept (i.e., how one perceives oneself in an academic context) is formed. Both internal and external comparisons are considered crucial antecedents: Students form their academic self-concept to a considerable extent by (externally) comparing themselves with others and by (internally) comparing their own performance in different academic domains. Building on previous research in secondary education, the main goal of this study is to test a model integrating both comparison processes in elementary education using a large sample of Grade 4 students (N = 4,436) nested in 241 classes. Including the proposed internal and external reference effects in one integrated model, the study provided evidence for the presence of both comparison effects on two academic self-concept domains (i.e., math and verbal self-concept).Specifically, students' achievement in one domain was positively related to self-concept in that domain and negatively related to self-concept in the other domain. Additionally, class-average achievement was negatively related to academic self-concept within each domain and positively across domains. In conclusion, this study stresses the need for further integration of the major models on academic self-concept formation in a unifying theoretical framework. Key-words: academic self-concept; internal comparison; external comparison; elementary education; internal-external frame of reference model; big-fish-little-pond effect.

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Section: The Internal/external Frame Of Reference Model (I/e Model)mentioning

confidence: 99%

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

Section: Empirical Support For the Revisited I/e Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons

Pinxten

Wouters

Preckel

et al. 2015

Contemporary Educational Psychology

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Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

et al. 2020

Self Cite

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The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self‐concept theory: multidimensionality of self‐concept (focusing instead on self‐esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social‐cognitive processes and contextual effects drive self‐perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self‐perceptions and their relation to distal outcomes. Our meta‐theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame‐of‐reference and contextual effects in self‐concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen‐year‐old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self‐concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self‐concept were negative for school‐average math achievement (big‐fish‐little‐pond effect), country‐average achievement (paradoxical cross‐cultural effect), and being young relative to year in school but positive for school‐average verbal achievement (big‐fish‐little‐pond effect—compensatory effect). We demonstrate cross‐cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology

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Klassenzusammensetzung als Kontextfaktor für die Leistungs- und Selbstkonzeptentwicklung

Faber

2013

Bildungskontexte

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Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

Cited by 50 publications

References 42 publications

The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons

The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

Klassenzusammensetzung als Kontextfaktor für die Leistungs- und Selbstkonzeptentwicklung

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