Living in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation

Research on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students’ academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students’...

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Veröffentlicht in:AERA open Jg. 10
Hauptverfasser: Becker, Dominik, Fleischmann, Moritz, Wessling, Katarina, Nagengast, Benjamin, Trautwein, Ulrich
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.01.2024
Sage Publications Ltd
SAGE Publishing
Schlagworte:
Academic achievement
Concept Formation
Grade 5
Mathematics
Neighborhoods
Self Concept
Self esteem
Socioeconomic factors
neighborhood effects
social comparison
big-fish-little-pond effect
academic self-concept
collective socialization
classroom composition
ISSN:2332-8584, 2332-8584
Online-Zugang:Volltext
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Zusammenfassung:Research on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students’ academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students’ academic development via collective socialization mechanisms. To investigate how socioeconomic neighborhood conditions affect academic self-concept, we separately and simultaneously analyzed classroom- and neighborhood-level composition effects on students’ academic self-concept, using two samples drawn from two grade levels ( N G r a d e 5 = 3,906, N G r a d e 9 = 3,277). Analyses of the neighborhood level only indicate that socioeconomic neighborhood conditions negatively predict general, math, and German self-concept in Grade 5. In Grade 9, this holds only for math self-concept. In simultaneous analyses including classrooms and neighborhoods, socioeconomically advantageous neighborhood conditions negatively predicted general and math self-concept in Grade 5.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:2332-8584
2332-8584
DOI:10.1177/23328584241269816