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ERIC Number: EJ1141865
Record Type: Journal
Publication Date: 2017-Jun
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: N/A
Frame of Reference Effects on Values in Mathematics: Evidence from German Secondary School Students
Cambria, Jenna; Brandt, Holger; Nagengast, Benjamin; Trautwein, Ulrich
ZDM: The International Journal on Mathematics Education, v49 n3 p435-447 Jun 2017
Expectancy-value theory of achievement motivation identifies two classes of beliefs that are important predictors of educational choices and achievement: expectancies and values. It is well known that high achieving peers can have a negative impact on self-concept and other measures of expected success: holding individual achievement constant, school or class average achievement negatively predicts self-perceptions of ability, called the Big Fish Little Pond Effect (Marsh, "Journal of Educational Psychology" 79(3):280-295, 1987). In this paper, research on the Big Fish Little Pond Effect is extended to students' values in mathematics. Data were drawn from the Transformation of the Secondary School System and Academic Careers study including 2079 secondary school students from 156 randomly selected schools in Baden-Württemberg, Germany. Using multilevel structural equation models, negative contextual effects for utility value, intrinsic/attainment value, and self-concept, and positive contextual effects for cost were found. There was no evidence for gender differences in the BFLPE. Self-concept significantly mediated the effects of individual and average achievement on each of the values.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A