Classroom effect on primary school students’ self-concept in literacy and mathematics
Vasalampi, K., Pakarinen, E., Torppa, M., Viljaranta, J., Lerkkanen, M.-K., & Poikkeus, A.-M. (2020). Classroom effect on primary school students’ self-concept in literacy and mathematics. European Journal of Psychology of Education, 35(3), 625-646. https://doi.org/10.1007/s10212-019-00439-3
Published inEuropean Journal of Psychology of Education
DisciplineEsi- ja alkuopetusKasvatuspsykologiaKasvatustiedePre- and Early Childhood EducationKasvatuspsykologiaEducation
© 2019 the Author(s)
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect. ...
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Related funder(s)Academy of Finland
Funding program(s)Research post as Academy Research Fellow, AoF; Academy Project, AoF; Postdoctoral Researcher, AoF
Additional information about fundingThis study was supported by grants from the Academy of Finland (Nos: 268 586, 265 817, 277 299, 276 239, 263 891, 299 506, 316 852, 323 773).
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