Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students Frame-of-Reference as a Unifying Theoretical Explanation

Marsh, Herbert W.; Parker, Philip D. und Pekrun, Reinhard (2019): Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students Frame-of-Reference as a Unifying Theoretical Explanation. In: European Psychologist, Bd. 24, Nr. 3: S. 231-242

Abstract

We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: being from countries where country-average achievement was high;explaining the paradoxical cross-cultural self-concept effect;attending schools where school-average achievement was high;demonstrating big-fish-Little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/Low achieving students: year-in-school relative to age;unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age ("academic red shirting") and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame of-reference effects.

• Dokumententyp: Zeitschriftenartikel
• Fakultät: Psychologie und Pädagogik > Department Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie
• ISSN: 1016-9040
• Sprache: Englisch