Counseling, Higher Education & Special Education Research Works

Permanent URI for this collectionhttp://hdl.handle.net/1903/1648

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End date: 2018Subject: search.filters.subject.Big Fish Little Pond Effect

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    Urbanicity and Academic Self-Concept
    (2009-02-27) Strein, William; Pickering, Cyril; Grossman, Julie
    The main focus of this study was the relationships between school urbanicity (size of community in which the school is located) and fifth-grade students’ academic self-concepts. Using multi-level modeling methodology (HLM) we were able to investigate “school effects”, net of individual students’ characteristics. School urbanicity had no effect on reading, math, or general academic self-concept. School-level effects were found consistently for aggregate school achievement in reading and math, congruent with Marsh’s Big-Fish-Little-Pond effect. Less consistent school-level effects were found for proportion of minority students and school-average SES. Individual level effects mirrored those reported in other literature with tested achievement having the greatest effect
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    Big Fish and Other School Effects on Academic Self-Concept
    (2010-08-14) Strein, William; Grossman, Juliie
    A substantial amount of research indicates that academic self-concept is a function of both individual characteristics, and school effects that impact on the development of self-perceptions. Few studies have studied a cohort of students as they progress through the transition from elementary to middle school. The present study uses multi-level modeling to examine school effects on students’ academic self-concept in reading and math as they transition from elementary to middle school. Data come from the ECLS-K data set. Few school effects were found, but students’ SES was found to be a strong moderator of the relationship between reading achievement and self-perceptions of students’ ability and interest in reading.