Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect across Cultures

• Published in: Journal of educational psychology Vol. 108; no. 3; pp. 405 - 423
• Main Author: Salchegger, Silvia
• Format: Journal Article
• Language: English
• Published: American Psychological Association 01.04.2016
• Subjects: Academic Ability; Achievement Tests; Correlation; Cross Cultural Studies; Elementary Secondary Education; Foreign Countries; High Achievement; Institutional Characteristics; International Assessment; Likert Scales; Mathematics Achievement; Mathematics Skills; Mathematics Tests; Program for International Student Assessment; Science Achievement; Science Tests; Secondary School Students; Selective Admission; Self Concept; Self Concept Measures; Social Differences; Statistical Analysis; Structural Equation Models; Student Attitudes; Track System (Education); Trends in International Mathematics and Science Study

A large body of research has demonstrated a big-fish--little-pond effect (BFLPE) by showing that equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Although the BFLPE generalizes across many countries, it varies significantly between countrie...