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 in
European Journal of Psychology of EducationAuthors
Date
2020Discipline
Esi- ja alkuopetusKasvatuspsykologiaKasvatustiedePre- and Early Childhood EducationKasvatuspsykologiaEducationCopyright
© 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.
...


Publisher
SpringerISSN Search the Publication Forum
0256-2928Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/33650198
Metadata
Show full item recordCollections
Related funder(s)
Research Council of FinlandFunding program(s)
Academy Research Fellow, AoF; Academy Project, AoF; Postdoctoral Researcher, AoFAdditional information about funding
This 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).License
Related items
Showing items with similar title or keywords.
-
The role of mothers' beliefs in students' self-concept of ability development
Pesu, Laura; Aunola, Kaisa; Viljaranta, Jaana; Hirvonen, Riikka; Kiuru, Noona (Elsevier, 2018)The aim of this study was to investigate whether the child-related competence beliefs of mothers are associated with the development of Finnish adolescents' self-concept of mathematics and literacy ability during their ... -
Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students
Hartikainen, Jani; Poikkeus, Anna-Maija; Haapala, Eero A.; Sääkslahti, Arja; Finni, Taija (MDPI AG, 2021)Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly ... -
The role of parents' and teachers' child-related competence beliefs in the development of students' self-concept of ability
Pesu, Laura (University of Jyväskylä, 2017)Individuals’ perceptions about their abilities, that is, self-concepts of abilities, are crucial determinants of academic achievement and education-related choices. The aims of this research were to examine the role ... -
Perceptions of inclusion among lower secondary level students in Finland
Kyttälä, Minna; Sinkkonen, Hanna-Maija; Harju-Autti, Raisa (Routledge, 2023)This study aims at investigating Finnish lower secondary grade students’ (N = 469) emotional school well-being, social inclusion, and academic self-concept with regard to grade level, linguistic background, and needs for ... -
Effects of coaching on generalist primary music teachers´ classroom practice and their `musical self-concept´
Schiemann, Steven (Department of Music, University of Jyväskylä & Finnish Centre for Interdisciplinary Music Research, 2016)The majority of music lessons in primary schools are covered by generalist primary music teachers, usually with little or no training in teaching it. This practice-based research project is part a PhD program to ...