Academic self-concept formation and peer-group contagion : Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
Journal article
Koivuhovi, Satu, Marsh, Herbert W., Dicke, Theresa, Sahdra, Baljinder, Guo, Jiesi, Parker, Philip D. and Vainikainen, Mari-Pauliina. (2022). Academic self-concept formation and peer-group contagion : Development of the big-fish-little-pond effect in primary-school classrooms and peer groups. Journal of Educational Psychology. 114(1), pp. 198-213. https://doi.org/10.1037/edu0000554
Authors | Koivuhovi, Satu, Marsh, Herbert W., Dicke, Theresa, Sahdra, Baljinder, Guo, Jiesi, Parker, Philip D. and Vainikainen, Mari-Pauliina |
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Abstract | How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative when we considered these two contextual effects separately. However, the effect of peer-group-average became nonsignificant in models with both contextual effects; the negative effect of class-average achievement was relatively unaffected. Results for peer-group-average achievement contradict predictions based on local dominance theory (that the BFLPE should be more negative for peer-group-average achievement than the more local frame of reference, a contrast effect) and social comparison choice studies (that peer-group-average achievement effects should be positive, an assimilation effect). Unsurprisingly, we found BFLPEs based on class-average achievement and gender differences favoring boys in both Years 4 and 6. However, consistent with theories of the cognitive development of social comparison and gender socialization/intensification processes, we also found negative effects of class-average and gender differences favoring boys on change in MSC (MSC in Year 6 controlling for MSC in Year 4) over this critical late-childhood period. Our results support the robustness of the BFLPE based on class-average achievement and developmental processes underpinning it, but do not support the posited effects of peer-group-average achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Keywords | peer groups; self-concept formation; contextual effect; big-fish-little-pond effect; social comparison processes |
Year | 2022 |
Journal | Journal of Educational Psychology |
Journal citation | 114 (1), pp. 198-213 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000554 |
Scopus EID | 2-s2.0-85109370357 |
Open access | Published as green open access |
Page range | 198-213 |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 31 Dec 2020 |
Publication process dates | |
Accepted | 13 Oct 2020 |
Deposited | 27 Aug 2021 |
https://acuresearchbank.acu.edu.au/item/8wq9q/academic-self-concept-formation-and-peer-group-contagion-development-of-the-big-fish-little-pond-effect-in-primary-school-classrooms-and-peer-groups
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File access level: Open |
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