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RESEARCH PRODUCT
Classroom effect on primary school students’ self-concept in literacy and mathematics
Eija PakarinenMarja-kristiina LerkkanenMinna TorppaPoikkeus Anna-maijaJaana ViljarantaKati Vasalampisubject
opetustilatvuorovaikutusmatematiikkaminäkuvamedia_common.quotation_subjectSelf-conceptSubject (philosophy)alakoululaisetEducational psychologyself-concept of abilityclassroom effectLiteracyprimary schoolalakoulusuoriutuminenEducationacademic skillsbig-fish-little-pond effectkyvykkyyslukutaitoDevelopmental and Educational PsychologyMathematics educationPsychologymedia_commondescription
AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-11-26 | European Journal of Psychology of Education |