Katholieke Universiteit Leuven, School Psychology and Child and Adolescent Development, Belgium.
Scand J Psychol. 2011 Dec;52(6):586-94. doi: 10.1111/j.1467-9450.2011.00905.x. Epub 2011 Aug 15.
Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.
学业自我概念被认为是一个重要的心理结构，它直接或间接地影响着许多教育成果。因此，本研究的主要重点是在青少年晚期研究学业自我概念的预测因素和影响。首先，我们研究了个体、班级平均成绩和学校平均成绩（即通过学校成绩评估）对高中最后一年学业自我概念的同时影响，从而复制和扩展了关于大鱼-小鱼-小池塘效应模型的先前研究。其次，研究了高中学业自我概念对高等教育第一年学业调整和成功的预测价值。样本包括来自 24 所学校（67 个班级）的 536 名十二年级学生（44%为男生），这些学校在弗拉芒地区的地理位置和教育网络方面具有代表性。结构方程模型表明，在考察学校和班级平均成绩的共同贡献时，只有班级平均成绩与学业自我概念呈显著负相关。此外，还发现高中学业自我概念对高等教育中的学业调整和成功有显著影响（除了高中学业成绩的任何影响之外）。这些结果强调了在教育研究和政策中考虑学业自我概念的重要性。
