Abstract
The big-fish-little-pond model (BFLP) and the internal/external (I/E) frame of reference model highlight the great influence of social and dimensional comparison effects on academic self-concepts (ASCs). In the present study of 291 elementary school children in Grade 2, both models were tested in a unifying framework based on math and reading self-concepts and achievements. The aim was to test the BFLP model, the I/E model, and the revisited I/E model integrating both the predictions of the BFLP model and the I/E model. Results showed significantly positive within-domain achievement-self-concept relations, but no significantly negative cross-domain achievement-self-concept relations. Moreover, there were higher relations between individual achievements than between ASCs, while no support was found for positive compensatory effects of class-average achievements on ASCs. The within and cross-domain effects were generally smaller than the ones reported for older students. This research indicates that social and dimensional comparison effects on ASCs are of less importance in second graders.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
