Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks.
Identifieur interne : 000170 ( PubMed/Checkpoint ); précédent : 000169; suivant : 000171Big 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
Affiliations:
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uniqKey="Kessels U" first="Ursula" last="Kessels">Ursula Kessels</name><affiliation wicri:level="1"><nlm:affiliation>Free University of Berlin, Germany.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>Free University of Berlin</wicri:regionArea></affiliation></author><author><name sortKey="Preckel, Franzis" sort="Preckel, Franzis" uniqKey="Preckel F" first="Franzis" last="Preckel">Franzis Preckel</name><affiliation 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></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2016">2016</date><idno type="RBID">pubmed:26689607</idno><idno type="pmid">26689607</idno><idno type="doi">10.1111/bjep.12100</idno><idno type="wicri:Area/PubMed/Corpus">000127</idno><idno type="wicri:explorRef" wicri:stream="PubMed" wicri:step="Corpus" 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last="Schmidt">Isabelle Schmidt</name><affiliation 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><author><name sortKey="Kessels, Ursula" sort="Kessels, Ursula" uniqKey="Kessels U" first="Ursula" last="Kessels">Ursula Kessels</name><affiliation wicri:level="1"><nlm:affiliation>Free University of Berlin, Germany.</nlm:affiliation><country xml:lang="fr">Allemagne</country><wicri:regionArea>Free University of Berlin</wicri:regionArea></affiliation></author><author><name sortKey="Preckel, Franzis" sort="Preckel, Franzis" uniqKey="Preckel F" first="Franzis" last="Preckel">Franzis Preckel</name><affiliation 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><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">26689607</PMID><DateCreated><Year>2016</Year><Month>05</Month><Day>14</Day></DateCreated><DateCompleted><Year>2017</Year><Month>02</Month><Day>13</Day></DateCompleted><DateRevised><Year>2017</Year><Month>02</Month><Day>13</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">2044-8279</ISSN><JournalIssue CitedMedium="Internet"><Volume>86</Volume><Issue>2</Issue><PubDate><Year>2016</Year><Month>Jun</Month></PubDate></JournalIssue><Title>The British journal of educational psychology</Title><ISOAbbreviation>Br J Educ Psychol</ISOAbbreviation></Journal><ArticleTitle>Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks.</ArticleTitle><Pagination><MedlinePgn>222-40</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/bjep.12100</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">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.</AbstractText><AbstractText Label="AIMS" NlmCategory="OBJECTIVE">We aimed at disentangling contrast and assimilation effects of full-time within-school gifted tracking on verbal ASC and math ASC.</AbstractText><AbstractText Label="SAMPLE" NlmCategory="METHODS">Students attended regular or gifted classes within the top track of German secondary schools. Our sample comprised 1,330 fifth-grade students (42 regular classes, n = 1,069, 48% female; 15 gifted classes, n = 261, 39% female).</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Using multilevel regression analyses, we simultaneously modelled negative contrast effects of class ability and positive assimilation effects of class type (regular vs. gifted) on ASC in math and the verbal domain.</AbstractText><AbstractText Label="RESULTS AND CONCLUSIONS" NlmCategory="CONCLUSIONS">In the mathematical domain, the assimilation effect, caused by membership in gifted classes, compensated for negative contrast effects of class-average achievement on ASC even after controlling for previous ASC. In the verbal domain, we found neither a significant contrast effect nor an assimilation effect. Implications for gifted education are discussed.</AbstractText><CopyrightInformation>© 2015 The British Psychological Society.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Herrmann</LastName><ForeName>Julia</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Free University of Berlin, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Schmidt</LastName><ForeName>Isabelle</ForeName><Initials>I</Initials><AffiliationInfo><Affiliation>University of Trier, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Kessels</LastName><ForeName>Ursula</ForeName><Initials>U</Initials><AffiliationInfo><Affiliation>Free University of Berlin, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Preckel</LastName><ForeName>Franzis</ForeName><Initials>F</Initials><AffiliationInfo><Affiliation>University of Trier, Germany.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2015</Year><Month>12</Month><Day>22</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Br J Educ Psychol</MedlineTA><NlmUniqueID>0370636</NlmUniqueID><ISSNLinking>0007-0998</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000124" MajorTopicYN="N">Achievement</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D001076" MajorTopicYN="N">Aptitude</DescriptorName><QualifierName UI="Q000502" MajorTopicYN="Y">physiology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D002648" MajorTopicYN="N">Child</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D002672" MajorTopicYN="N">Child, Gifted</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006126" MajorTopicYN="Y">Group Processes</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007802" MajorTopicYN="Y">Language</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008433" MajorTopicYN="Y">Mathematics</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D012574" MajorTopicYN="N">Schools</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D012649" MajorTopicYN="Y">Self Concept</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">ability grouping</Keyword><Keyword MajorTopicYN="N">academic self-concept</Keyword><Keyword MajorTopicYN="N">assimilation</Keyword><Keyword MajorTopicYN="N">big-fish-little-pond effect</Keyword><Keyword MajorTopicYN="N">gifted education</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2014</Year><Month>09</Month><Day>19</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2015</Year><Month>11</Month><Day>11</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2015</Year><Month>12</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2015</Year><Month>12</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2017</Year><Month>2</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">26689607</ArticleId><ArticleId IdType="doi">10.1111/bjep.12100</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Allemagne</li></country></list><tree><country name="Allemagne"><noRegion><name sortKey="Herrmann, Julia" sort="Herrmann, Julia" uniqKey="Herrmann J" first="Julia" last="Herrmann">Julia Herrmann</name></noRegion><name sortKey="Kessels, Ursula" sort="Kessels, Ursula" uniqKey="Kessels U" first="Ursula" last="Kessels">Ursula Kessels</name><name sortKey="Preckel, Franzis" sort="Preckel, Franzis" uniqKey="Preckel F" first="Franzis" last="Preckel">Franzis Preckel</name><name sortKey="Schmidt, Isabelle" sort="Schmidt, Isabelle" uniqKey="Schmidt I" first="Isabelle" last="Schmidt">Isabelle Schmidt</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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