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dc.contributor.authorStrein, William
dc.contributor.authorGrossman, Juliie
dc.date.accessioned2015-02-24T17:20:50Z
dc.date.available2015-02-24T17:20:50Z
dc.date.issued2010-08-14
dc.identifierhttps://doi.org/10.13016/M2K901
dc.identifier.urihttp://hdl.handle.net/1903/16311
dc.description.abstractA 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.en_US
dc.language.isoen_USen_US
dc.subjectself concepten_US
dc.subjectBig Fish Little Pond Effecten_US
dc.subjectSchool Effectsen_US
dc.subjectHLMen_US
dc.subjectECLS-Ken_US
dc.titleBig Fish and Other School Effects on Academic Self-Concepten_US
dc.typePresentationen_US
dc.relation.isAvailableAtCollege of Educationen_us
dc.relation.isAvailableAtCounseling, Higher Education & Special Educationen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


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