Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks.
Identifieur interne : 000173 ( Main/Merge ); précédent : 000172; suivant : 000174Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks.
Auteurs : Julia Herrmann [Allemagne] ; Isabelle Schmidt [Allemagne] ; Ursula Kessels [Allemagne] ; Franzis Preckel [Allemagne]Source :
- The British journal of educational psychology [ 2044-8279 ] ; 2016.
English descriptors
- KwdEn :
- MESH :
- physiology : Aptitude.
- psychology : Child, Gifted.
- Achievement, Child, Female, Group Processes, Humans, Language, Male, Mathematics, Schools, Self Concept.
Abstract
Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC) - the Big-fish-little-Pond-effect (BFLPE; Marsh & Parker, 1984, J. Pers. Soc. Psychol., 47, 213). Although the effect itself is well documented, many open questions remain. For instance, negative contrast effects of group average achievement and positive assimilation effects of group status are confounded in most BFLPE studies. For the verbal domain, no study has yet investigated contrast and assimilation effects simultaneously. Strong assimilation effects can be assumed for gifted ability grouping.
DOI: 10.1111/bjep.12100
PubMed: 26689607
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wicri:level="1"><nlm:affiliation>University of Trier, Germany.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>University of Trier</wicri:regionArea></affiliation></author></analytic><series><title level="j">The British journal of educational psychology</title><idno type="eISSN">2044-8279</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Achievement</term><term>Aptitude (physiology)</term><term>Child</term><term>Child, Gifted (psychology)</term><term>Female</term><term>Group Processes</term><term>Humans</term><term>Language</term><term>Male</term><term>Mathematics</term><term>Schools</term><term>Self Concept</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Aptitude</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Child, Gifted</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Achievement</term><term>Child</term><term>Female</term><term>Group Processes</term><term>Humans</term><term>Language</term><term>Male</term><term>Mathematics</term><term>Schools</term><term>Self Concept</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC) - the Big-fish-little-Pond-effect (BFLPE; Marsh & Parker, 1984, J. Pers. Soc. Psychol., 47, 213). Although the effect itself is well documented, many open questions remain. For instance, negative contrast effects of group average achievement and positive assimilation effects of group status are confounded in most BFLPE studies. For the verbal domain, no study has yet investigated contrast and assimilation effects simultaneously. Strong assimilation effects can be assumed for gifted ability grouping.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
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