Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

Televantou, Ioulia; Marsh, Herbert W.; Dicke, Theresa; Nicolaides, Christos

doi:10.1016/j.learninstruc.2020.101399

Cited by 16 publications

(26 citation statements)

References 62 publications

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“…Nevertheless, in contrast to previous studies, we found that an effect of average achievement composition persisted in almost all model specificationsthis was also the case when additionally controlling for selection bias at the individual level. At least for the German context, the conclusions of recent studies (Dicke et al, 2018;Televantou et al, 2015Televantou et al, , 2021-namely that achievement composition and peer spillover effects are mere phantom effects that disappear when controlling for measurement error-has to be rejected.…”

Section: Discussionmentioning

confidence: 99%

“…In our case, we had strong covariates following established standards in the literature regarding how to control for individual-level selection bias in achievement composition effects on achievement development; these standards require the researcher to control for the pretreatment measure to remove most selection bias problems (e.g., Steiner et al, 2010). We additionally included a measure of cognitive ability to control for the preexisting interindividual cognitive differences that are important for achievement development-this likewise went beyond controls applied in previous studies (e.g., Dicke et al, 2018;Harker & Tymms, 2004;Televantou et al, 2015Televantou et al, , 2021. 5 At least for the German setting, previous research has shown that adding measures of general cognitive ability in combination with social background measures helps to properly correct for selection bias in estimating composition effects, especially when the measures are only proxies for the specific selection into treatment (Baumert et al, 2006).…”

Section: Methodological Implications and Limitationsmentioning

confidence: 99%

“…Following the suggestions made and the analytical approach proposed by Dicke et al (2018) and Televantou et al (2015Televantou et al ( , 2021, we analyzed how sensitive achievement composition effects are to different MLM specifications by systematically comparing different MLM strategies. To test the sensitivity of composition effects to measurement error, we estimated three different types of models that differentially take measurement error into account: manifest measurement/manifest aggregation models (i.e., doubly-manifest models), latent measurement/manifest aggregation models (i.e., models that only control for measurement error at the individual level), and latent measurement/latent aggregation models (i.e., doubly latent models; DLM).…”

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.

Becker¹,

Kocaj²,

Jansen³

et al. 2022

Journal of Educational Psychology

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In recent studies, the existence and relevance of achievement composition effects on students' individual achievement have been called into question because of the methodological challenges arising in multilevel analyses. Our study examined how class-average achievement is related to students' achievement development across one school year. We used data from Germany, which has a secondary school system with large achievement differences between schools and classrooms due to rigid, explicit betweenschool tracking practices. We accounted for two methodological challenges, controlling for both selection bias and measurement error. Adopting an approach based on integrative data analysis (IDA), we systematically (re)analyzed five German longitudinal large-scale data sets. This IDA approach allowed us to quantify the extent to which results vary across (a) different longitudinal data sets and (b) different analytical strategies (i.e., ways of accounting for confounding variables and measurement reliability). Overall, we found both general achievement composition effects and narrower peer spillover effects (i.e., effects of student composition above and beyond the effects of tracking) in the German setting, even after controlling for measurement error and selection bias. Our results counter recent suggestions that composition effects on achievement development may be mere phantom effects due to methodological misspecifications. However, estimates of composition effects varied substantially based on the analytical approach. We conclude with considerations regarding how to interpret composition effects in multilevel modeling and which effects are of interest for educational research. Educational Impact and Implications StatementThe study investigates whether students experience better achievement development when they have high-achieving classmates, an effect that is known as the achievement composition effect. This question has been controversial in the literature, and several researchers who used a new analytical strategy to analyze compositional effects have recently suggested that achievement composition effects may be mere "phantom effects," meaning that being in a classroom with higher-achieving peers may not have any beneficial effect on students' achievement development or may even have detrimental effects on it. We (re)analyzed five longitudinal studies from Germany, which allowed us to examine the extent to which results varied across studies using different longitudinal data sets and different analytical strategies. Overall, we found positive achievement composition effects. However, they differed based on the analytical strategies used and how they operationalized the effect. The results support the argument that being surrounded by higher-achieving peers can be beneficial for students' learning gains and, at the same time, being surrounded by lower-achieving peers may negatively affect students' learning gains.

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Section: Discussionmentioning

confidence: 99%

Section: Methodological Implications and Limitationsmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.

Becker¹,

Kocaj²,

Jansen³

et al. 2022

Journal of Educational Psychology

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“…The English Self-concept Scale has good psychometric properties in the respects of internal consistency and constructs validity. These items were partially taken from the Academic Self-description Questionnaire Ⅱ (Marsh, 2007) and it has been utilized in quite a few studies to investigate tie-up with academic achievement (Guo, Parker et al, 2015; Marsh & Martin, 2011; Televantou et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance

Kang

2021

Sage Open

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Based on the Expectancy-Value Theory (EVT), this study examined the interactive relation between expectancy of success and attainment value, and how they predicate students’ Foreign Language (FL) performance via behavioral engagement. Self-report data were collected from 522 Chinese non-English majors aged 18 to 22 years in their sophomore year. Results of structural equation modeling indicated that expectancy of success and attainment value interacted in predicting Chinese sophomores’ FL performance. The expectancy of success had both direct and indirect effects on FL performance when investigating the mediating role of behavioral engagement. Both theoretical and practical implications are discussed.

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“…Hasil tersebut sejalan dengan teori yang dikemukakan Epstein bahwa selfconcept dapat mempengaruhi perilaku seseorang dalam menggapai tujuan yang diharapkan, secara spesifik terkait dengan pencapaian prestasi akademik. Hasil penelitian terdahulu terkait pengaruh self-concept terhadap prestasi akademik juga turut memperkuat hasil penelitian ini, yang menyatakan bahwa self-concept mempengaruhi prestasi akademik (Chae, 2018); (Klapp, 2018); (Sticca, 2017); (Televantou, 2021); (Toraman et al, 2020).…”

Section: B Pengaruh Self-concept Terhadap Prestasi Akademik Mahasiswaunclassified

Pengaruh Self-Concept Terhadap Prestasi Akademik Mahasiswa Dimoderasi oleh Self-Efficacy

Sidik

Gandi

2021

japendi

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Latar Belakang: Prestasi akademik merupakan tingkat yang dicapai oleh siswa berdasarkan pengalaman belajarnya dalam suatu disiplin ilmu sebagai pencapaian tujuan dan kualifikasi yang ditetapkan di awal program pendidikan. Tujuan: Mengetahui dan menganalisis efek self-concept terhadap prestasi akademik mahasiswa dengan variabel moderasi self-efficacy. Metode: Menggunakan cross section method melalui kuesioner sebagai pengumpulan data. Populasi dan sampel dalam penelitian ini sebanyak 78 mahasiswa yang diperoleh dengan menggunakan teknik sampel jenuh. Data yang terkumpul kemudian dianalisis menggunakan teknik analisis data Moderated Regression Analysis (MRA). Hasil: Menunjukkan bahwa i) tingkat prestasi akademik berada pada kategori sangat memuaskan, self-concept dan self-efficacy berada pada kategori tinggi. ii) self-concept mempengaruhi prestasi akademik. iii) self-efficacy memoderasi pengaruh self-concept terhadap prestasi akademik. Kesimpulan: Bahwa terdapat pengaruh self-concept terhadap prestasi akademik mahasiswa, serta terdapat interaksi antara self-efficacy pada pengaruh self-concept terhadap prestasi akademik mahasiswa.

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Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

Cited by 16 publications

References 62 publications

Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.

Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.

A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance

Pengaruh Self-Concept Terhadap Prestasi Akademik Mahasiswa Dimoderasi oleh Self-Efficacy

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