Literaturnachweis - Detailanzeige
Autor/inn/en | Basarkod, Geetanjali; Marsh, Herbert W.; Guo, Jiesi; Dicke, Theresa; Xu, Kate; Parker, Philip D. |
---|---|
Titel | The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018 |
Quelle | In: Scientific Studies of Reading, 27 (2023) 4, S.375-392 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Basarkod, Geetanjali) ORCID (Marsh, Herbert W.) ORCID (Guo, Jiesi) ORCID (Dicke, Theresa) ORCID (Xu, Kate) ORCID (Parker, Philip D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
DOI | 10.1080/10888438.2023.2174028 |
Schlagwörter | Reading Ability; Self Concept; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Context Effect; Peer Influence; Self Concept Measures; Reading Tests; Comparative Analysis; Correlation; Adolescents; Reading Achievement; Reading Comprehension; Program for International Student Assessment Reading competence; Lesekompetenz; Selbstkonzept; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Lesetest; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Leseverstehen |
Abstract | Purpose: Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational outcomes, it is essential to examine the universality of the BFLPE and its underlying social-comparison process within this domain. Method: We assess the cross-national generalizability of the BFLPE for 15-year-olds' reading self-concept using Programme for International Students Assessment 2018 (533,165 students, 72 countries). To demonstrate that the BFLPE operates with a relative--rather than absolute--frame of reference for comparison, we juxtapose difficulty experienced with reading in general (self-concept perceived difficulty; relative frame of reference), with difficulty experienced with reading specifically during the PISA test (PISA test difficulty; absolute frame of reference). Results: Our findings show that the BFLPE for both the reading self-concept perceived competence and difficulty subscales was robust across countries. Further, the BFLPE was strong for self-concept subscales, but very weak for the PISA test difficulty scale. Conclusions: Our findings extend support for the generalizability of the BFLPE to reading self-concept and highlight the role of social comparison processes underlying this effect. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |