Urbanicity and Academic Self-Concept

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dc.contributor.authorStrein, William
dc.contributor.authorPickering, Cyril
dc.contributor.authorGrossman, Julie
dc.date.accessioned2015-02-24T18:09:27Z
dc.date.available2015-02-24T18:09:27Z
dc.date.issued2009-02-27
dc.description.abstractThe 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 effecten_US
dc.identifierhttps://doi.org/10.13016/M2FG9X
dc.identifier.urihttp://hdl.handle.net/1903/16312
dc.language.isoen_USen_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
dc.subjectself concepten_US
dc.subjecturbanicityen_US
dc.subjectHLMen_US
dc.subjectschool effectsen_US
dc.subjectECLS-Ken_US
dc.subjectBig Fish Little Pond Effecten_US
dc.titleUrbanicity and Academic Self-Concepten_US
dc.typePresentationen_US

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