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Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Guo, Jiesi Marsh, Herbert W. Parker, Philip D. Dicke, Theresa
Guo, Jiesi
Marsh, Herbert W.
Parker, Philip D.
Dicke, Theresa
Abstract
Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD countries, 67,386 fourth-graders). Consistent with the I/E model, high achievement in mathematics/reading had positive effects on self-concept in the matching domain but negative effects in the non-matching domain. Extending the I/E model, students engaged in assimilating comparisons between science and reading (i.e., achievement in one subject had positive effects on self-concept in the other) but contrasting comparisons between mathematics and science. Strong BFLPEs (negative effects of class-average achievement on self-concept) were found for mathematics but were smaller for reading and science. The results generalized well across all countries.
Keywords
Self-concept, Big-fish-little-pond effect, Internal/external frame of reference model, Dimensional comparisons, Cross-cultural
Date
2018
Type
Journal article
Journal
Learning and Instruction
Book
Volume
58
Issue
Page Range
210-219
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
Controlled
Open
Open