Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The achievement of students' schoolmates was relevant only for academic self-concepts and not for beliefs about labor market entry or school disengagement. → Dumont 2017

Evidence¶

Dumont 2017¶

Dumont, Hanna; Protsch, Paula; Jansen, Malte; Becker, Michael. (2017). Fish swimming into the ocean. How tracking relates to students' self-beliefs and school disengagement at the end of schooling. The Journal of educational psychology 109 (2017) 6, S. 855-870. https://doi.org/10.1037/edu0000175

q3 · i? · associational · r2

The Berlin tracking study found the big-fish-little-pond effect was "only relevant for students' academic self-concepts" and not for labor market self-beliefs or disengagement, delimiting the effect's scope at the end of schooling.

"The achievement of students' schoolmates (i.e., the big-fish-little-pond effect) was only relevant for students' academic self-concepts and not for students' self-beliefs regarding labor market entry or their school disengagement."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Equally able students report lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms (the Big-Fish-Little-Pond Effect) — related
• The Big-Fish-Little-Pond effect on mathematics self-concept is negative and statistically significant in all three countries under a fully specified doubly latent model — related
• School-average achievement negatively predicts parent, teacher, and student expectations and parent aspirations, with larger adverse effects for parents and especially teachers than students — reports the opposite
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — related
• The BFLPE is domain-specific: school-average achievement affects academic self-concept but not global self-esteem or non-academic self-concept — related
• Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously — related
• Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously — related
• Educational certificates are the most important tracking feature shaping students' self-beliefs and school disengagement at the end of schooling — related
• Students with the intermediate school-leaving certificate report higher academic self-concepts, better perceived labor market chances, and less disengagement than students with the low certificate — related
• Track level did not predict students' self-beliefs or school disengagement at the end of schooling — related