A high proportion of high-performing classmates lowers sixth-graders' situational academic self-concept, an experimental BFLPE at the extreme contrast¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The 80% hand-raising condition produced a significant negative effect on situational self-concept versus 20% (β = −0.12, p = 0.015, d = 0.30), while 35% and 65% showed no significant effect. → Lisa Hasenbein 2024

Evidence¶

Lisa Hasenbein 2024¶

Lisa Hasenbein, Ulrich Trautwein, Jens-Uwe Hahn, Stephan Soller, Richard Göllner. (2024). An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom. Instructional Science. https://doi.org/10.1007/s11251-023-09646-4

q3 · i1 · causal · r2

In the randomized IVR experiment, regression of situational self-concept on dummy-coded conditions found only the extreme contrast significant, with the printed effect "d = 0.30"; contrasts of 35% (p = 0.390) and 65% (p = 0.252) vs. 20% were nonsignificant.

"the condition with 80% hand-raising classmates had a statistically significant negative effect on the mean level of situational self-concept compared with the 20% condition (β = −0.12, SE = 0.05, p = 0.015, d = 0.30)"

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• A 15-minute exposure to higher-performing virtual classmates did not significantly affect sixth-graders' dispositional domain-specific self-concept — related
• Students' perceived class performance level fully mediates the effect of classmates' hand-raising behavior on situational self-concept — related
• Higher proportions of hand-raising virtual classmates raise sixth-graders' perceived class performance level and register more hand-raisers in an IVR lesson — related
• Students who perceived the class performance level as higher reported lower situational self-concept in the IVR classroom — related
• Experimental conditions did not affect felt presence or perceived realism, which were high across all IVR configuration conditions — related
• Sixth-graders' mathematics self-concept and individual interest both decline over one school year — related
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — a broader claim this one bears on
• Reanalyses of SCT choice-paradigm studies support the BFLPE, which was not moderated by students' chosen comparison targets — related
• The negative contrast effect of high school-average achievement outweighs a weaker positive assimilation (reflected glory) effect — related
• Contrast and assimilation are competing compositional processes that can operate simultaneously — related
• Negative normative feedback directly increased subsequent math performance in sixth-graders — related