Variieren die Selbstkonzeptdifferenzen in Abhängigkeit vom Leistungsniveau? Differenzielle Zusammenhänge in Deutsch, Englisch und Mathematik

Abstract

Möller und Pohlmann (2010) konnten größere Differenzen der mittleren Ausprägungen der Fähigkeitsselbstkonzepte zwischen über- und durchschnittlich leistungsstarken Schülerinnen und Schülern als zwischen unter- und durchschnittlich leistungsstarken Schülerinnen und Schülern für das Fach Deutsch nachweisen. Unter Verwendung derselben Analysemethode soll dieser Befund repliziert und auf die Fächer Englisch und Mathematik erweitert werden. Hierzu werden verschiedene Leistungsmaße (Kompetenzen vs. Noten) und Referenzen der Leistungsgruppierung (Gesamtstichprobe vs. Schulklasse) verwendet. Die Datengrundlage ist die BiKS-8-14-Studie (N = 1597). Im Fach Deutsch zeigen sich die vermuteten differenziellen Zusammenhänge nur für die – analog zu Möller und Pohlmann (2010) – mit Referenz der Gesamtstichprobe berechneten Effekte. Im Fach Englisch deuten lediglich die anhand der Schulnoten durchgeführten Analysen auf differenzielle Zusammenhänge hin. Im Fach Mathematik ergeben sich ähnlich hohe Zusammenhänge zwischen über- und unterdurchschnittlichen Leistungsgruppen und dem mittleren Fähigkeitsselbstkonzept. Die Ergebnisse werden hinsichtlich ihrer theoretischen Implikationen kritisch diskutiert.

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

“…Being surrounded by high achieving students allows for more opportunities for upward comparisons, which relates to a lower academic self-concept; in contrast, belonging to a low achieving group of students, the opportunities for downward comparisons increase, resulting in a more positive academic self-concept (Köller et al 2006). The study by Schurtz et al (2014) found that students with above-average grades reported higher mathematics self-concepts compared with the average performance of their peers (downward comparison), whereas students with below-average grades reported lower mathematics selfconcepts compared to students with class-average grades (upward comparison). Thus, the most salient reference group is usually students' class environment (Wouters et al 2013) and the academic self-concept is impacted by the composition of the class (Dumont et al 2017;Stäbler et al 2017).…”

Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.

“…Their results provided initial evidence that the strength of the relation between achievement and self-concept varies with students’ level of achievement with stronger relations for higher achieving students and weaker relations for lower achieving students in German (native language education; Möller & Pohlmann, 2010; Schurtz et al, 2014). However, the findings were heterogeneous for English as a foreign language and for mathematics (Schurtz et al, 2014).…”

“…These studies can be grouped by the analytic strategy they applied. The first group of studies examined mean-level differences in self-concepts in relation to achievement differences by splitting the achievement continuum into discrete groups (i.e., low-, average-, and high-achieving students) using planned contrasts, ANOVAs, or multigroup comparisons in structural equation models (Möller & Pohlmann, 2010;Prast, Van de Weijer-Bergsma, Mioc ˇevic ´, Kroesbergen, & Van Luit, 2018;Schurtz, Pfost, & Artelt, 2014;Van der Beek, Van der Ven, Kroesbergen, & Leseman, 2017). The second group of studies investigated the relation between achievement and self-concept by using polynomial regression analyses (Marsh, 2004;Marsh & Rowe, 1996).…”

“…There are a few studies that have empirically supported this prediction to some extent (Marsh, 2004;Marsh & Rowe, 1996;Möller & Pohlmann, 2010;Schurtz et al, 2014). However, these studies have embodied several limitations.…”

“…A series of studies by Möller and Pohlmann (2010) and Schurtz, Pfost, and Artelt (2014) examined the relation between achievement and self-concept in the verbal domain (Möller & Pohlmann, 2010; Schurtz et al, 2014) and in mathematics (Schurtz et al, 2014) by comparing groups of low-, average-, and high-achieving students. Their results provided initial evidence that the strength of the relation between achievement and self-concept varies with students’ level of achievement with stronger relations for higher achieving students and weaker relations for lower achieving students in German (native language education; Möller & Pohlmann, 2010; Schurtz et al, 2014). However, the findings were heterogeneous for English as a foreign language and for mathematics (Schurtz et al, 2014).…”