Living in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation
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| Title: | Living in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation |
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| Language: | English |
| Authors: | Dominik Becker (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 9 High Schools Junior High Schools Secondary Education |
| Descriptors: | Self Concept, Academic Achievement, Educational Environment, Academic Ability, Peer Relationship, Socioeconomic Status, Neighborhoods, Grade 5, Grade 9, Mathematics Achievement, German, Advantaged, Foreign Countries, Secondary School Students, Influences, Family Environment |
| Geographic Terms: | Germany |
| ISSN: | 2332-8584 |
| Abstract: | Research on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students' academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students' academic development via collective socialization mechanisms. To investigate how socioeconomic neighborhood conditions affect academic self-concept, we separately and simultaneously analyzed classroom- and neighborhood-level composition effects on students' academic self-concept, using two samples drawn from two grade levels (N[subscript Grade5] = 3,906, N[subscript Grade9] = 3,277). Analyses of the neighborhood level only indicate that socioeconomic neighborhood conditions negatively predict general, math, and German self-concept in Grade 5. In Grade 9, this holds only for math self-concept. In simultaneous analyses including classrooms and neighborhoods, socioeconomically advantageous neighborhood conditions negatively predicted general and math self-concept in Grade 5. |
| Abstractor: | As Provided |
| Notes: | https://www.openicpsr.org/openicpsr/project/204481/version/V1/view |
| Entry Date: | 2025 |
| Accession Number: | EJ1455512 |
| Database: | ERIC |
| Abstract: | Research on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students' academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students' academic development via collective socialization mechanisms. To investigate how socioeconomic neighborhood conditions affect academic self-concept, we separately and simultaneously analyzed classroom- and neighborhood-level composition effects on students' academic self-concept, using two samples drawn from two grade levels (N[subscript Grade5] = 3,906, N[subscript Grade9] = 3,277). Analyses of the neighborhood level only indicate that socioeconomic neighborhood conditions negatively predict general, math, and German self-concept in Grade 5. In Grade 9, this holds only for math self-concept. In simultaneous analyses including classrooms and neighborhoods, socioeconomically advantageous neighborhood conditions negatively predicted general and math self-concept in Grade 5. |
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| ISSN: | 2332-8584 |
