کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352591 | 618602 | 2014 | 13 صفحه PDF | دانلود رایگان |
• We examined how the BFLPE affects equally-skilled students in different tracks.
• The BFLPE did not affect student learning achievement.
• BFLPE for academic self-concept between bottom of #1 schools and top of #2 schools.
• BFLPE for school adjustment between bottom of #1 schools and top of #2 schools.
• No BFLPE between bottom of #2 schools and top of #3 schools.
The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups.
Journal: Contemporary Educational Psychology - Volume 39, Issue 3, July 2014, Pages 220–232