The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to…

The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the…

Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE…

According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the…

This study showed that working during high school had negative effects on 15 of 23 Grade 12 and postsecondary outcomes such as achievement, coursework selection, educational and occupational aspirations, and college attendance. These effects were found with control for background variables and parallel outcomes from Grades 8 and 10 based on the…

Studied relationships among academic self-concept, academic achievement, and language of instruction (Chinese or English) for 7,802 high school students in Hong Kong. Prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement, and prior achievement had effects on subsequent self-concept as well.…

Evaluated multidimensional students evaluations of teaching (SETs), workload (workload for students), grades, perceived learning, and background variables through confirmatory factor analysis of previously published data. Results show that SETs and teaching effectiveness can both be improved by increasing good workload and decreasing bad workload.…

Used longitudinal data from large cohorts of East and West German students, 2,778 seventh graders in 161 classrooms, to evaluate how the reunification of Germany affects self-concept formation. Results show how system-wide educational policy differences, the initiation of a selective school system and the institutionalization of different…

Used data from the National Education Longitudinal Study to examine the relationships among first language (not English), maintenance of that home language, English proficiency, and academic achievement. Results do not support speculation that home language proficiency would have persistent negative effects on English and other academic outcomes…

Derived longitudinal causal models of growth in mathematics and English constructs using three waves of data from the National Education Longitudinal Study of 1988 (n=24,599). Results indicate that the contribution of prior variables in English and mathematics to subsequent outcomes in both subjects was similar for females and males. Contains 68…

Structural equation models were used to examine the paths from school grades and self-concept to subsequent course selection for 246 male 8th- and 10th-grade Catholic school students in Australia. Specific components of self-concept were more strongly related to course selection than were grades, a finding with implications for the study of…

The distinctiveness of affects associated with different school subjects was studied with 24,599 students (National Education Longitudinal Study of 1988). This distinctiveness was evaluated in relation to school grades and standardized test scores. Ratings in different subjects were very distinct, a finding supported by models incorporating grades…

University students' evaluations of instructional effectiveness and faculty self-evaluations were collected. The effect of class-size depended upon the specific factor being evaluated. Small and large classes were generally rated more favorably. Relationships between class size and faculty self-evaluations were similar to students' evaluations.…

Nominations made by graduating seniors for most and least outstanding instructors were compared with university-wide instructional evaluations adopted the following year. The findings offer support for the validity of students' evaluations because the distinction between instructors nominated most outstanding and least outstanding by graduating…

College students evaluated teaching effectiveness at the end of course and one year after graduation. Results showed variance attributable to the specific instructor was much larger than that due either to course level or course type for both end-of-term and follow-up ratings, and the effects were stable. (Author/RL)