Negative Effects of School-Average Achievement on Academic Self-Concept: A Comparison of the Big-Fish-Little-Pond Effect across Australian States and Territories
Negative Effects of School-Average Achievement on Academic Self-Concept: A Comparison of the Big-Fish-Little-Pond Effect across Australian States and Territories
复制标题
学校平均成绩对学术自我概念的负面影响：澳大利亚各州和地区大鱼小池塘效应的比较
DOI：
10.1177/000494410404800102
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发表时间：
2004
影响因子：
1.3
通讯作者：
H. Marsh
中科院分区：
文献类型：
--
作者：
H. Marsh
就读学术精英学校的目的是产生积极的影响，但越来越多的理论和实证研究表明，这种影响对学术自我概念是负面的。基于社会比较理论的大鱼小池塘效应（BFLPE）认为，能力相同的学生在学术精英学校的学术自我概念会低于非精英学校的学生。在这里，我们使用多级建模对来自澳大利亚八个州和地区的 15 岁青少年代表性样本测试这些预测的有效性。与 BFLPE 一致，学生个人成绩的影响是积极的，但学校平均成绩的影响是消极的。尽管各州/领地之间的学业成绩差异较小，但各州/领地之间在学校平均能力的负面影响方面没有显着差异。
Attending academically selective schools is intended to have positive effects, but a growing body of theoretical and empirical research demonstrates that the effects are negative for academic self-concept The big-fish-little-pond effect (BFLPE), based on social comparison theory, posits that equally able students will have lower academic self-concepts in academically selective schools than in nonselective schools. Here we test the validity of these predictions for representative samples of 15-year-olds from eight Australian states and territories by using multilevel modelling. Consistent with the BFLPE, the effects of individual student achievement were positive but the effects of school-average achievement were negative. Although there were small differences between states/territories in academic achievement, there were no significant differences between states/territories in the negative effects of school-average ability.