Abstract
BackgroundFeatures of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers.MethodsData were derived from the German sample of the WHO-Collaborative “Health Behaviour in School-aged Children (HBSC)” study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP.ResultsStudents who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95% Confidence Interval: 1.52–2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95% Confidence Interval: 1.01–4.01) compared to classmates with very good/good PSP.ConclusionsThis study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.
Highlights
Features of schools and classes are closely related to studentshealth and wellbeing
Prevalence rates of psychosomatic health complaints for students with good and poor perceived school performance (PSP) in classes with more than 50% and less than 50% of students who report very good/good PSP (Fig. 2) have been calculated, respectively, in order to test the BFLPE
A similar pattern was found in classes with below 50% of students with very good/good PSP, with on average lower prevalence rates in psychosomatic health complaints
Summary
Features of schools and classes are closely related to studentshealth and wellbeing. class composition (e.g. in terms of school performance) has rarely been examined in relation to studentshealth and wellbeing. Many studies have argued that students tend to use their peers in class or school as a reference group to form theirs self-views [2]. Those comparisons are often related to school performance and ability levels among students in school [3]. From studies on social comparison among students in classrooms (see review by Dijkstra et al [3]) it is evident that most young people compare their abilities with those of others who perform better than themselves, mainly resulting in contrast-effects. Comparisons with better-performing others is likely to lower, for instance, cognitive outcomes, such as academic self-concept, whereas comparing with worse-performing others may enhance those cognitive outcomes [4]. There is an assimilation effect, which is positively related to those outcomes as, for instance, a higher perceived school status allows students to reflect in the glory of their successful school; an effect that is well-known as the “basking in reflected-glory-effect (BIRGE)” [5]
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