Does big-fish–little-pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context
Does big-fish–little-pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context
复制标题
在香港背景下，作为调节者的目标导向研究是否始终存在？
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
M. Mok
中科院分区：
文献类型：
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作者：
R. Cheng;D. McInerney;M. Mok
大鱼小塘效应（big fish - little-pond effect， BFLPE）认为，具有相同能力的学生在低能力班比在高能力班有更高的学术自我概念。我们的研究通过检查目标取向作为可能影响BFLPE规模的调节因子，将BFLPE置于审查之下。本研究收集了香港201个班7334名初中生的数学自我概念、数学能力和数学目标取向的数据。我们假设支持高外在目标的学生的BFLPE会加剧，而支持高内在目标的学生的BFLPE会减弱。然而，研究结果并不完全支持这一假设。我们发现，总体上（包括内在动机和外在动机）高动机的学生有更强的BFLPE。讨论了研究结果的含义。
The big-fish–little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on mathematics self-concept, mathematics ability and goal orientation from 7334 Hong Kong junior secondary school students in 201 classes. We hypothesised that the BFLPE would be exacerbated for students who endorsed high extrinsic goals while the BFLPE would be attenuated for students who endorsed high intrinsic goals. However, the results did not fully support the hypothesis. We found that students who were highly motivated in general (both intrinsic and extrinsic) experienced stronger BFLPE. The implications of the findings are discussed.