Areepattamannil Shaljan, Khine Myint Swe, Al Nuaimi Samira
Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates.
Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates.
J Adolesc. 2017 Aug;59:148-154. doi: 10.1016/j.adolescence.2017.06.005. Epub 2017 Jun 27.
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%]; M = 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.
本研究考察了大鱼小池塘效应（BFLPE；马什，1987）对来自阿拉伯联合酋长国（波斯湾的阿拉伯国家之一）456所学校的7404名青少年（女性=3767人[51%]，男性=3637人[49%]；平均年龄M = 15.85岁，标准差SD = 0.28）数学自我概念的影响。多层次回归分析结果为BFLPE的理论预测提供了有力支持：个体学生数学成绩对个体学生数学自我概念的影响是正向且具有统计学显著性，而学校平均数学成绩对个体学生数学自我概念的影响是负向且具有统计学显著性。此外，学校平均数学成绩与个体学生数学成绩之间的交互作用较小且不显著。本文简要讨论了研究结果对政策和实践的启示。
