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Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa Marsh, Herbert W. Parker, Philip D. Pekrun, Reinhard Guo, Jiesi Televantou, Ioulia
Dicke, Theresa
Marsh, Herbert W.
Parker, Philip D.
Pekrun, Reinhard
Guo, Jiesi
Televantou, Ioulia
Abstract
School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and mutually reinforcing (reciprocal effects model). We resolve this theoretical paradox based on a large, longitudinal sample (N = 14,985 U.S. children) and improved methodology. More appropriate multilevel modeling that controls for phantom effects (due to measurement error and preexisting differences) makes the BFLPE even more negative, but turns the peer spillover effect from positive to slightly below zero. Thus, attending a high-achieving school has negative effects on academic self-concept and a nonpositive effect on achievement. The results question previous studies and meta-analyses showing a positive peer spillover effect that do not control for phantom effects, along with previous policy and school selection decisions based on this research.
Keywords
phantom effects, academic self-concept, big-fish-little-pond effect, peer spillover effect, academic equality
Date
2018
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
110
Issue
8
Page Range
1112-1126
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled