The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates
This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; Mage = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of mu...
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| Veröffentlicht in: | Journal of adolescence (London, England.) England.), 2017-08, Vol.59 (1), p.148-154 |
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| creator | Areepattamannil, Shaljan Khine, Myint Swe Al Nuaimi, Samira |
| description | This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; Mage = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.
•Tested the theoretical predictions of the big-fish-little-pond effect among adolescents in the United Arab Emirates.•The effect of student math achievement on math self-concept was positive.•The effect of school-average math achievement on math self-concept was negative.•The interaction between school-average math achievement and student math achievement was small and non-significant. |
| doi_str_mv | 10.1016/j.adolescence.2017.06.005 |
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•Tested the theoretical predictions of the big-fish-little-pond effect among adolescents in the United Arab Emirates.•The effect of student math achievement on math self-concept was positive.•The effect of school-average math achievement on math self-concept was negative.•The interaction between school-average math achievement and student math achievement was small and non-significant.</description><identifier>ISSN: 0140-1971</identifier><identifier>EISSN: 1095-9254</identifier><identifier>DOI: 10.1016/j.adolescence.2017.06.005</identifier><identifier>PMID: 28666199</identifier><language>eng</language><publisher>England: Elsevier Ltd</publisher><subject>Academic achievement ; Academic Success ; Adolescent ; Adolescents ; Big-fish-little-pond effect ; Female ; Fishing ; Humans ; Male ; Mathematics ; Mathematics achievement ; Mathematics self-concept ; Regression Analysis ; Self Concept ; Students ; Students - psychology ; Teenagers ; United Arab Emirates</subject><ispartof>Journal of adolescence (London, England.), 2017-08, Vol.59 (1), p.148-154</ispartof><rights>2017 The Foundation for Professionals in Services for Adolescents</rights><rights>2017 The Authors</rights><rights>Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.</rights><rights>Copyright Academic Press Aug 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4631-cf0b2b26e3a52561547e71a50d74840a1f1dd764792d866b4a220772729dc2633</citedby><cites>FETCH-LOGICAL-c4631-cf0b2b26e3a52561547e71a50d74840a1f1dd764792d866b4a220772729dc2633</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1016%2Fj.adolescence.2017.06.005$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1016%2Fj.adolescence.2017.06.005$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,777,781,1412,27905,27906,33755,45555,45556</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28666199$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Areepattamannil, Shaljan</creatorcontrib><creatorcontrib>Khine, Myint Swe</creatorcontrib><creatorcontrib>Al Nuaimi, Samira</creatorcontrib><title>The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates</title><title>Journal of adolescence (London, England.)</title><addtitle>J Adolesc</addtitle><description>This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; Mage = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.
•Tested the theoretical predictions of the big-fish-little-pond effect among adolescents in the United Arab Emirates.•The effect of student math achievement on math self-concept was positive.•The effect of school-average math achievement on math self-concept was negative.•The interaction between school-average math achievement and student math achievement was small and non-significant.</description><subject>Academic achievement</subject><subject>Academic Success</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Big-fish-little-pond effect</subject><subject>Female</subject><subject>Fishing</subject><subject>Humans</subject><subject>Male</subject><subject>Mathematics</subject><subject>Mathematics achievement</subject><subject>Mathematics self-concept</subject><subject>Regression Analysis</subject><subject>Self Concept</subject><subject>Students</subject><subject>Students - psychology</subject><subject>Teenagers</subject><subject>United Arab Emirates</subject><issn>0140-1971</issn><issn>1095-9254</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>BHHNA</sourceid><recordid>eNqNkUtvEzEUhS0EomnhLyAjNmwmXHv8qNmFNOWhSmzateWx7xBHM-NgT4r673GUghCrbuzNd849OoeQtwyWDJj6sFu6kAYsHiePSw5ML0EtAeQzsmBgZGO4FM_JApiAhhnNzsh5KTsA4FrJl-SMXyqlmDEL4m-3SLv4o-lj2TZDnOcBm32aAsW-Rz_TNNHRzVusT_SFFhz6xqd6dz9_pJv7GI4ZaJ_TSCtF76Y4Y6Cr7Dq6GWN2M5ZX5EXvhoKvH_8Lcne9uV1_aW6-f_66Xt00XqiWNb6HjndcYeskl4pJoVEzJyFocSnAsZ6FoJXQhoeavxOOc9Caa26C56ptL8j7k-8-p58HLLMdY-1oGNyE6VAsM0y2wiiAir77D92lQ55qOstBKMUlSFUpc6J8TqVk7O0-x9HlB8vAHpewO_vPEva4hAVl6xJV--bxwqEbMfxV_qm-AqsT8CsO-PB0Z_ttdfXpGlrNWfVYnzyw1nofMdvi41EQYq7j2ZDiE6L-BhNwsn4</recordid><startdate>201708</startdate><enddate>201708</enddate><creator>Areepattamannil, Shaljan</creator><creator>Khine, Myint Swe</creator><creator>Al Nuaimi, Samira</creator><general>Elsevier Ltd</general><general>John Wiley & Sons, Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><scope>7X8</scope></search><sort><creationdate>201708</creationdate><title>The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates</title><author>Areepattamannil, Shaljan ; Khine, Myint Swe ; Al Nuaimi, Samira</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4631-cf0b2b26e3a52561547e71a50d74840a1f1dd764792d866b4a220772729dc2633</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic achievement</topic><topic>Academic Success</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Big-fish-little-pond effect</topic><topic>Female</topic><topic>Fishing</topic><topic>Humans</topic><topic>Male</topic><topic>Mathematics</topic><topic>Mathematics achievement</topic><topic>Mathematics self-concept</topic><topic>Regression Analysis</topic><topic>Self Concept</topic><topic>Students</topic><topic>Students - psychology</topic><topic>Teenagers</topic><topic>United Arab Emirates</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Areepattamannil, Shaljan</creatorcontrib><creatorcontrib>Khine, Myint Swe</creatorcontrib><creatorcontrib>Al Nuaimi, Samira</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of adolescence (London, England.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Areepattamannil, Shaljan</au><au>Khine, Myint Swe</au><au>Al Nuaimi, Samira</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates</atitle><jtitle>Journal of adolescence (London, England.)</jtitle><addtitle>J Adolesc</addtitle><date>2017-08</date><risdate>2017</risdate><volume>59</volume><issue>1</issue><spage>148</spage><epage>154</epage><pages>148-154</pages><issn>0140-1971</issn><eissn>1095-9254</eissn><abstract>This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; Mage = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.
•Tested the theoretical predictions of the big-fish-little-pond effect among adolescents in the United Arab Emirates.•The effect of student math achievement on math self-concept was positive.•The effect of school-average math achievement on math self-concept was negative.•The interaction between school-average math achievement and student math achievement was small and non-significant.</abstract><cop>England</cop><pub>Elsevier Ltd</pub><pmid>28666199</pmid><doi>10.1016/j.adolescence.2017.06.005</doi><tpages>7</tpages></addata></record> |
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| subjects | Academic achievement Academic Success Adolescent Adolescents Big-fish-little-pond effect Female Fishing Humans Male Mathematics Mathematics achievement Mathematics self-concept Regression Analysis Self Concept Students Students - psychology Teenagers United Arab Emirates |
| title | The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates |
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