Journal ArticleDOI
Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools.
Herbert W. Marsh,Kit-Tai Hau +1 more
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This study tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries who completed the same self-concept instrument and achievement tests of the big-fish-little-pond effect, demonstrating the BFLPE's cross-cultural generalizability.Abstract:
Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.read more
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Centering predictor variables in cross-sectional multilevel models: a new look at an old issue.
Craig K. Enders,Davood Tofighi +1 more
TL;DR: A detailed overview of grandmean centering and group mean centering in the context of 2-level MLMs is provided and a number of practical recommendations designed to facilitate centering decisions in MLM applications are provided.
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Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice
Andrew J. Martin,Martin Dowson +1 more
TL;DR: In this article, the role of interpersonal relationships in students' academic motivation, engagement, and achievement is discussed, and a tri-level framework is proposed as an integrative and relationally based response to enhance students' motivation and engagement.
Journal ArticleDOI
Rethinking Giftedness and Gifted Education A Proposed Direction Forward Based on Psychological Science
TL;DR: This monograph proposes a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus, and suggests some directions for the field of gifted education.
Journal ArticleDOI
The Multilevel Latent Covariate Model: A New, More Reliable Approach to Group-Level Effects in Contextual Studies.
Oliver Lüdtke,Herbert W. Marsh,Alexander Robitzsch,Ulrich Trautwein,Tihomir Asparouhov,Bengt Muthén +5 more
TL;DR: A new multilevel latent covariate (MLC) approach is introduced that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions and suggests when researchers should most appropriately use one, the other, or a combination of both approaches.
References
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