KU Leuven, Belgium.
KU Leuven, Belgium.
J Sch Psychol. 2019 Feb;72:67-90. doi: 10.1016/j.jsp.2018.12.006. Epub 2019 Jan 11.
This study compared the development of academic self-concepts between different educational programs. A longitudinal cohort study in Flanders (3205 students in 46 schools) was used to compare students' academic self-concepts during the first three years of secondary education. General academic self-concept, self-concept in mathematics and self-concept in Dutch were measured. The investigated educational programs, called tracks, differ in the extent they are academically or vocationally focused and differ in average student academic ability. To control for selection effects, students who are comparable across the four tracks were matched using propensity score matching, Mahalanobis distance matching and coarsened exact matching. By means of multiple indicator quadratic latent growth curves, pairs of tracks that are hierarchically consecutive were compared regarding the development in academic self-concepts. For the two highest tracks, it was beneficial to be allocated to the highest track, whereas the pairwise comparisons between the three lower tracks indicated a detrimental effect of being in a higher track. The findings from this study do not support the big-fish-little-pond hypothesis or the basking in reflected glory hypothesis. Differences between tracks for the development of self-concepts only became apparent after two years.
本研究比较了不同教育计划中学术自我概念的发展。在佛兰德（3205 名学生在 46 所学校）进行的一项纵向队列研究用于比较中学生在中等教育的头三年期间的学术自我概念。测量了一般学术自我概念、数学自我概念和荷兰语自我概念。所研究的教育计划，称为轨道，在学术或职业重点的程度上有所不同，并且学生的平均学术能力也有所不同。为了控制选择效应，使用倾向评分匹配、马哈拉诺比斯距离匹配和粗化精确匹配对跨越四个轨道的可比学生进行匹配。通过多指标二次潜在增长曲线，对层次连续的轨道对进行比较，以了解学术自我概念的发展情况。对于两个最高的轨道，被分配到最高的轨道是有益的，而三个较低的轨道之间的两两比较表明，在更高的轨道中会产生不利影响。本研究的结果不支持大鱼小池塘假说或 basking in reflected glory 假说。只有在两年后，轨道之间在自我概念发展方面的差异才变得明显。
