Back to Search
Start Over
The aspects and ability groups in which little fish perform worse than big fish: Examining the big-fish-little-pond effect in the context of school tracking.
- Source :
-
Contemporary Educational Psychology . Jul2014, Vol. 39 Issue 3, p220-232. 13p. - Publication Year :
- 2014
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0361476X
- Volume :
- 39
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Contemporary Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 97250481
- Full Text :
- https://doi.org/10.1016/j.cedpsych.2014.05.002