How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative when we considered these two contextual effects separately. However, the effect of peer-group-average became nonsignificant in models with both contextual effects; the negative effect of class-average achievement was relatively unaffected. Results for peer-group-average achievement contradict predictions based on local dominance theory (that the BFLPE should be more negative for peer-group-average achievement than the more local frame of reference, a contrast effect) and social comparison choice studies (that peer-group-average achievement effects should be positive, an assimilation effect). Unsurprisingly, we found BFLPEs based on class-average achievement and gender differences favoring boys in both Years 4 and 6. However, consistent with theories of the cognitive development of social comparison and gender socialization/intensification processes, we also found negative effects of class-average and gender differences favoring boys on change in MSC (MSC in Year 6 controlling for MSC in Year 4) over this critical late-childhood period. Our results support the robustness of the BFLPE based on class-average achievement and developmental processes underpinning it, but do not support the posited effects of peer-group-average achievement.
Educational Impact and Implications StatementThis longitudinal study explored the role of classmates and self-chosen peers in the formation of students' mathematics self-concepts during primary-school years. Our findings showed that classmates' role in the formation process of mathematics self-concept was more influential than the role of self-chosen peers. Our results confirmed the existence of a widely studied psychological phenomenon, big-fish-little-pond effect. Results showed that studying in a well-achieving class may have detrimental effects on individual students' academic self-concept as students compare themselves to their classmates. In addition, mathematical self-concept was higher for boys than girls, and this gender difference intensified with age.
The COVID-19 pandemic enforced countries to close schools and rapidly transfer to distance teaching without preparation. Little is known about how different distance teaching practices influenced students’ wellbeing. We studied this during the period of school closures in Finland. Wellbeing was measured by health complaints and perceived loneliness, and distance learning was measured in terms of structure and dialogue of teaching, functioning of internet and digital equipment, difficulty of given tasks, and support for studies. All lower secondary schools were invited, and 29,898 students from 340 schools (grades 7–9) participated. A digital survey was distributed through schools just when these were reopened in May 2020. The main results were that the distance learning practices were related to adolescent health complaints and loneliness, so that less structure and dialogue in teaching, more problems with digital devices and internet, more difficult tasks and less support for studies were associated with higher health complaints and loneliness. From the point of view of students’ wellbeing, it matters how the distance learning is organised, how digital communication works, and if enough support for studies is available. These results of our research on distance learning practices during the present pandemic may guide schools in future crises and pandemic situations when distance learning is needed.
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