Department of Nursing and Health Science, University of Applied Sciences, 36037 Fulda, Germany.
Department for Sociology of Rehabilitation, Faculty of Rehabilitation Sciences, Technical University Dortmund, 44227 Dortmund, Germany.
Int J Environ Res Public Health. 2018 Dec 5;15(12):2750. doi: 10.3390/ijerph15122750.
This study investigates whether class-level school performance affects students' life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the "big-fish-little-pond"-effect regarding students' life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children's life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.
本研究调查了班级层面的学业成绩是否会影响学生的生活满意度，以及高、低成就学生是否存在差异效应。数据来自全国教育面板研究，包括 n = 5196 名学生（49.6%为女生），嵌套在 478 个班级和 250 所中学中。班级层面的学业成绩通过汇总数学和德语的个人平均绩点来衡量。研究未能揭示学生生活满意度的“大鱼小池塘效应”，但发现了高成就学生和低成就学生之间的差异效应。对于成绩较低的学生来说，在学业成绩较高的班级中，没有显著的关联。然而，成绩较低的学生的生活满意度最低。与在成绩较低的班级中的高成就学生相比，在成绩较高的班级中的高成就学生的生活满意度较低。本研究通过强调高成就学生在成绩较高或较低的班级中的不同敏感性，为班级学习环境对学龄儿童生活满意度的影响提供了证据。
