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Conference Paper: Reducing the negative frame-of-reference effects on academic self-concept in academically selective schools

TitleReducing the negative frame-of-reference effects on academic self-concept in academically selective schools
Authors
Issue Date2005
PublisherAmerican Educational Research Association
Citation
American Educational Research Association 2005 Annual Meeting, Montréal, Canada, 11-15 April 2005 How to Cite?
AbstractResearch in diversified settings and cultures showed that academic selective schools might have negative effects on students academic self-concept. The big-fish-little-pond-effect (BFLPE) posits that the same student will have a lower academic self-concept in an academically selective school than in a nonselective school. Using two large data sets (the international PISA study with 103,558 students and 1950 Chinese students in Hong Kong), we examined a wide range of motivational (e.g., goals, interest, self-regulated learning) and individual background (e.g., socio-economic status, familial support) to see whether they would moderate the BFLPE. Though not very consistent and strong, we found some supports that students self concept would be less negatively affected if they had stronger mastery goal and lower avoidance goals.
Persistent Identifierhttp://hdl.handle.net/10722/110078
ISSN

 

DC FieldValueLanguage
dc.contributor.authorHau, KTen_HK
dc.contributor.authorMarsh, HWen_HK
dc.contributor.authorHo, ITFen_HK
dc.date.accessioned2010-09-26T01:50:13Z-
dc.date.available2010-09-26T01:50:13Z-
dc.date.issued2005en_HK
dc.identifier.citationAmerican Educational Research Association 2005 Annual Meeting, Montréal, Canada, 11-15 April 2005-
dc.identifier.issn0163-9676-
dc.identifier.urihttp://hdl.handle.net/10722/110078-
dc.description.abstractResearch in diversified settings and cultures showed that academic selective schools might have negative effects on students academic self-concept. The big-fish-little-pond-effect (BFLPE) posits that the same student will have a lower academic self-concept in an academically selective school than in a nonselective school. Using two large data sets (the international PISA study with 103,558 students and 1950 Chinese students in Hong Kong), we examined a wide range of motivational (e.g., goals, interest, self-regulated learning) and individual background (e.g., socio-economic status, familial support) to see whether they would moderate the BFLPE. Though not very consistent and strong, we found some supports that students self concept would be less negatively affected if they had stronger mastery goal and lower avoidance goals.-
dc.languageengen_HK
dc.publisherAmerican Educational Research Association-
dc.relation.ispartofAmerican Educational Research Association Annual Meetingen_HK
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleReducing the negative frame-of-reference effects on academic self-concept in academically selective schoolsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailHo, ITF: itfho@hkucc.hku.hken_HK
dc.identifier.authorityHo, ITF=rp00556en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros123641en_HK

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