Supplemental Material for Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

2021 ◽  
Keyword(s):  
Concept Formation ◽  
Self Concept ◽  
Frames Of Reference ◽  
Multiple Class

Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

2021 ◽  
Author(s):  
Moritz Fleischmann ◽  
Nicolas Hübner ◽  
Herb Marsh ◽  
Jiesi Guo ◽  
Ulrich Trautwein ◽  
...  
Keyword(s):  
Concept Formation ◽  
Dominance Effect ◽  
Frame Of Reference ◽  
Self Concept ◽  
Frames Of Reference ◽  
Regular Class ◽  
Class Level ◽  
Math Class ◽  
Local Dominance ◽  
Multiple Class

Equally able students have lower academic self-concept in high achieving schools or classes, a phenomenon known as the big fish little pond effect (BFLPE). The class (more so than the school) has been shown to be the pivotal frame-of-reference for academic self-concept formation—a local dominance effect. However, many school systems worldwide employ forms of course-by-course tracking, thus exposing students to multiple class environments. Due to the high correlation between multiple student environments, the frame-of-reference used for academic self-concept formation in course-by-course tracked systems is unclear to date. We addressed this unresolved issue by using data from a comprehensive survey that measured the entire population of Austrian eighth-grade students in the domain of mathematics in 2012. General secondary school students were in the core subjects (i.e., mathematics, German, and English) grouped according to ability, whereas regular class composition was the same in all other subjects. Using cross-classified multilevel models, we regressed math self-concept on average math achievement of students’ school, math class, and regular class. Consistent with the local dominance effect, we found the BFLPE on the school level to be weak after controlling for the class levels. We found a stronger BFLPE on the regular class level and the strongest BFLPE on the math class level. Our study demonstrates the importance of multiple class environments as frames-of-reference for academic self-concept formation.

Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.

2021 ◽  
Author(s):  
Moritz Fleischmann ◽  
Nicolas Hübner ◽  
Herbert W. Marsh ◽  
Jiesi Guo ◽  
Ulrich Trautwein ◽  
...  
Keyword(s):  
Concept Formation ◽  
Self Concept ◽  
Frames Of Reference ◽  
Multiple Class

Early adolescents' academic self-concept formation: Do classmates or friends matter most?

2013 ◽  
Vol 27 ◽  
pp. 193-200 ◽  
Author(s):  
Sofie Wouters ◽  
Hilde Colpin ◽  
Jan Van Damme ◽  
Steven De Laet ◽  
Karine Verschueren
Keyword(s):  
Concept Formation ◽  
Early Adolescents ◽  
Self Concept

scholarly journals How Classmates’ Gender Stereotypes Affect Students’ Math Self-Concepts: A Multilevel Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabian Wolff
Keyword(s):  
Secondary School ◽  
Gender Stereotypes ◽  
Concept Formation ◽  
Secondary School Students ◽  
Self Concept ◽  
Significant Relation ◽  
School Students ◽  
Substantial Impact ◽  
Shared Beliefs ◽  
Math Grades

The present research is the first to examine how students’ individual and their classmates’ math-related gender stereotypes, endorsing that math would be a typically male domain, relate to students’ math self-concepts. To this end, data of N = 1,424 secondary school students from Germany were analyzed using multilevel analyses. As expected, strong individual beliefs in the math-related gender stereotype were related to lower math self-concepts for girls, but to higher math self-concepts for boys. Moreover, classmates’ shared beliefs in this stereotype showed a negative relation to girls’ self-concepts, whereas no significant relation between classmates’ shared beliefs and boys’ self-concepts was found. These relations also persisted after controlling for students’ math grades and age. In sum, the results demonstrated that gender stereotypes shared by students’ classmates can have a substantial impact on students’ math self-concepts, beyond their individual gender stereotypes. This finding emphasizes the significance of classmates as important socializing peers in the process of students’ self-concept formation.

Ability self-concept formation in elementary school: No dimensional comparison effects across time.

2019 ◽  
Vol 55 (5) ◽  
pp. 1005-1018 ◽  
Author(s):  
Anne F. Weidinger ◽  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Elementary School ◽  
Concept Formation ◽  
Self Concept
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