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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Vydáno v:AERA open Ročník 10
Hlavní autoři: Becker, Dominik, Fleischmann, Moritz, Wessling, Katarina, Nagengast, Benjamin, Trautwein, Ulrich
Médium: Journal Article
Jazyk:angličtina
Vydáno: Los Angeles, CA SAGE Publications 01.01.2024
Sage Publications Ltd
SAGE Publishing
Témata:
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
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Abstract 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.
AbstractList 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.
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.
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 ([Formula: see text] = 3,906, [Formula: see text] = 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.
Author Trautwein, Ulrich
Nagengast, Benjamin
Wessling, Katarina
Fleischmann, Moritz
Becker, Dominik
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Keywords neighborhood effects
social comparison
big-fish-little-pond effect
academic self-concept
collective socialization
classroom composition
Language English
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SubjectTerms Academic achievement
Concept Formation
Grade 5
Mathematics
Neighborhoods
Self Concept
Self esteem
Socioeconomic factors
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Title Living in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation
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