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Lesson‐to‐Lesson Fluctuations in Academic Self‐concept Driven by Self and Peer Achievements: An Intensive Longitudinal Study of Different Foreign Language Course Types.

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Title: Lesson‐to‐Lesson Fluctuations in Academic Self‐concept Driven by Self and Peer Achievements: An Intensive Longitudinal Study of Different Foreign Language Course Types.
Authors: Akamatsu, Daisuke (AUTHOR)
Source: Japanese Psychological Research. Jan2026, Vol. 68 Issue 1, p142-156. 15p.
Subjects: Foreign language education, Longitudinal method, Peer pressure, Academic ability, Multilevel models, Teaching methods, Academic achievement, Classroom dynamics
Abstract: This study examines situational fluctuations in academic self‐concept (ASC) during English‐as‐a‐Foreign‐Language (EFL) learning, focusing on perceived self and peer achievements, and the moderating effects of course type. Using an intensive longitudinal method, 27 Japanese first‐year undergraduates completed surveys over 5 weeks after two EFL classes: General English and English Communication. Results from hierarchical linear modeling showed that perceived self‐achievement positively predicted situational ASC, consistent with previous findings. Perceived peer achievement decreased ASC in English Communication, reflecting the Big‐Fish‐Little‐Pond Effect (BFLPE), while it increased ASC in General English, reflecting the Basking‐in‐Reflected‐Glory Effect (BIRGE). Furthermore, the effect of perceived self‐achievement was stronger in the English Communication course than in General English. These findings underscore the situational and social nature of ASC, highlighting its variability across classroom contexts. The study also demonstrates the utility of intensive longitudinal methods in studying motivational constructs and provides insights into optimizing EFL learning environments, especially in interactive language classes. [ABSTRACT FROM AUTHOR]
Copyright of Japanese Psychological Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Lesson‐to‐Lesson Fluctuations in Academic Self‐concept Driven by Self and Peer Achievements: An Intensive Longitudinal Study of Different Foreign Language Course Types.
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  Data: <searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+ability%22">Academic ability</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink>
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  Data: This study examines situational fluctuations in academic self‐concept (ASC) during English‐as‐a‐Foreign‐Language (EFL) learning, focusing on perceived self and peer achievements, and the moderating effects of course type. Using an intensive longitudinal method, 27 Japanese first‐year undergraduates completed surveys over 5 weeks after two EFL classes: General English and English Communication. Results from hierarchical linear modeling showed that perceived self‐achievement positively predicted situational ASC, consistent with previous findings. Perceived peer achievement decreased ASC in English Communication, reflecting the Big‐Fish‐Little‐Pond Effect (BFLPE), while it increased ASC in General English, reflecting the Basking‐in‐Reflected‐Glory Effect (BIRGE). Furthermore, the effect of perceived self‐achievement was stronger in the English Communication course than in General English. These findings underscore the situational and social nature of ASC, highlighting its variability across classroom contexts. The study also demonstrates the utility of intensive longitudinal methods in studying motivational constructs and provides insights into optimizing EFL learning environments, especially in interactive language classes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Japanese Psychological Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/jpr.70011
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 142
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      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Peer pressure
        Type: general
      – SubjectFull: Academic ability
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      – SubjectFull: Multilevel models
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      – SubjectFull: Teaching methods
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      – SubjectFull: Academic achievement
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      – SubjectFull: Classroom dynamics
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              Text: Jan2026
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              Y: 2026
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